PARENTAL ATTACHMENT AND PERSONAL VALUES AMONG ADOLESCENTS

List of Acronyms

PVS:                Personal Values

PTA:               Parents’ Teachers Association

SS:                   Secondary Schools

MOES:            Ministry of Education and SportsBSTRACT

This study set out to parental attachment and personal values among adolescents in secondary schools in Wakiso district. The study specifically, sought to determine the most common forms of parental attachment amongst adolescents, investigate the most common personal values among adolescents, establish the relationship between parental attachment and personal values and examined how counseling strategies can improve on parental attachment and positive personal values in adolescents in secondary schools in Wakiso district. A descriptive cross sectional survey research design was used. In the study, both qualitative and quantitative techniques were employed in data collection process, analysis, presentation and discussion of findings. Data was collected from four secondary schools which were selected using stratified sampling. In these schools, semi structured questionnaires and interview guide were used for data collection.

The study concluded that,…………

The study recommended for………….

CHAPTER ONE

INTRODUCTION

1.0       Introduction

This study investigated parental attachment and personal values among adolescents. This chapter presents the background to the study; statement of the problem, purpose, specific objectives, research questions, significance, justification, theoretical framework and conceptual framework.

1.1 Background to the Study

When children develop into adolescents, they progress to a stage of theoretical thinking. The adolescence stage involves the process of shaping one’s personal values; ‘a dynamic process of testing, selecting, and integrating self-images and personal ideologies into an integrated and consistent whole (Nakkula & Toshalis, 2006).  At this stage parental attachment becomes a key factor in their formation of personal values (Sorokou, 2005).  Values are assumed to provide individuals with a sense of continuity and consistency for example honesty, commitment, compassion, integrity, accountability, religious, and conflict resolution. Personal values have been traditionally viewed as the major developmental task of adolescence (Beyers, 2009). In this study, values refer to the general expression of what is most important of you. They are categories of preference for life. They are formed starting in early childhood and are later consciously re-evaluated and can therefore be changed.

According to Erickson (1968), one must undergo the process of internalization for identity formation to be successful thus correlated to personal values. This internalization entails adherence made to a unique and integrated set of commitments and choices reflecting who one is. The commitments made by an individual give direction to life and contribute to a sense of adjustment.

Adolescence is the most vulnerable and sensitive period for an individual to adopt a negative identity and dysfunction (Sandhu & Tung, 2004). Adolescents form the identity not by imitating others, as younger children; rather they modify and synthesize earlier identifications into a new psychological structure, greater than sum of its parts (Kroger, 2009).To form values, adolescents must ascertain and organize their abilities, needs, interests, and desires that can be expressed in a social context (Paplia, 2007).

In Uganda, Ainsworth conducted a study on attachment. It was during this study that Ainsworth started her empirical contributions to attachment theory and began to develop the now famous tripartite classification of avoidant, secure and ambivalent attachment relationships. The study among others revealed that it is not the number of care givers per se, but the continuity of the mother-infant interaction that is decisive for attachment security. Even in a child rearing environment in which mothers share their care giving responsibilities with others, infants become attached to the mothers and use a secure base for exploration (Rubin & Chang, 2006). There is need to find out whether the same is happening in Uganda especially to the adolescents of Kajjansi Secondary School hence need for a study.

Attachment styles are important to understand since their presence has an effect on the process and outcome of an individual’s exploratory interests. Attachment styles are receiving sufficient attention in Western societies (James, 2003). In Uganda, the scholastic work relating attachment styles and personal values is still inadequate (Mattanah, 2004). Therefore, it is necessary to conduct a study of this nature, since the variables concerned have been found to be critical for adjustment and development in the West. It is not clear whether the same will hold in Ugandan context. As regards this study, attachment is the affection bond that is relatively long-enduring tie in which the parent is important as a unique individual with the adolescent.

1.2 Problem Statement

The responsibility of parenting is to raise the children in socially accepted manners, but due to societal changes world over, many parents have invested more time in work at the expense of their children. This has caused most adolescents to seek autonomy and independence on their own thus leading many to turn to their peers for consultation (Nickerson & Nagle, 2005). It is not yet clear whether the difficulty of parents to be in touch with their children as expected, results into maladaptive behaviors such as aggression, drug abuse, and sexual pervasion, permissiveness, lack of altruism, compliance, lack of cooperation with instructions/demands, verbally inappropriate behaviors, laziness among others which are contrary to social values which raise high concern to the government UNICEF (2013). This study will endeavor to find out the relationship between parental attachment and personal values in adolescents.

1.3 Purpose of the Study

The purpose of this study is to investigate the relationship between parental attachment and personal values among adolescents.

 1.4 Objectives of the Study

1. To determine the quality of parental attachment amongst adolescents in secondary schools in Wakiso district.
2. To investigate the most common personal values among adolescents in secondary schools in Wakiso district.
3. To establish the relationship between parental attachment and personal values among adolescents.
4. To examine how counseling strategies can promote parental attachment and positive personal values in adolescents in secondary schools in Wakiso district

1.5 Research Questions

1. What is the quality of parental attachment amongst adolescents in secondary schools in Wakiso district?
2. What are the most common personal values in adolescents in secondary schools in Wakiso district?
3. What is the relationship between parental attachment and personal values among adolescents?
4. How can counseling strategies promote parental attachment and positive personal values in adolescents?

1.6.0 Scope of the Study

1.6.1 Content Scope

The study was limited to the most common forms of parental attachment used by parents of adolescents, the most common personal values in adolescents, relationship between parental attachment and personal values, and how counseling strategies can enhance on parental attachment and positive personal values in adolescents.

1.6.2 Geographical Scope

The study will be conducted in four secondary schools in Wakiso District. This district is found in central Uganda (Buganda region). Wakiso district borders Kampala in the north, Mukono in the south, Mpigi in the west. The choice of this district is because a number of maladaptive cases are on the increase in Wakiso secondary schools just like elsewhere in the country and it would be representative of schools country wide (Rosenberg,2013).

1.6.3 Time Scope

This time scope as be between 2010-2016, and the research was be carried out between August 2016 – 2017.

1.7 Justification of the Study

A number of indiscipline cases   among adolescents have been linked to negative personal values, (Namaganda. et al., 2014). This has resulted into maladaptive behaviors in adolescents and all this is thought to have its roots with parental attachment. According to Berzonsky (2004), poor parental attachment causes intellectual, emotional, and psychological challenges and may cause lack of focus in adolescents who may end up becoming wasted in society. This might lead to a big loss to the country as her youngsters might end up becoming unproductive, juvenile delinquents and dependants.

 1.8 Significance of the Study

This study may add value to the existing body of knowledge in the fields of parental attachment, development of personal values, value crisis management and school counseling.  This study will be a foundation to many applicable suggestions that will make adolescent counseling more effective.  This study will give a better understanding of the adolescents’ most common personal values.   The study may help future researchers as a source of literature; serve as a source of reference as they would be handling issues that relate to parental attachment as well as adolescents’ value formation.

1.9        Conceptual Framework

This conceptual frame work depicted the relationship between parental attachment and personal values in adolescents. The independent variable includes   secure attachment, insecure avoidant, insecure/ resistant and disorganized/disoriented.  When there is a shift away from parents in early adolescence, feelings of self-reliance may be diminished, and may lead to the adolescent being unduly susceptible to peer-group pressure, especially in antisocial activity (Steinberg, & Silverberg, 1986).

The conceptual framework which illustrates the independent variable of parental attachment, it involves secure attachment, insecure avoidant, Insecure/ Resistant, Disorganized/Disoriented as forms parental attachment

This independent variable affects the dependant variable (personal values) of adolescents differently as illustrated in the conceptual framework;  if there is secure attachment then this would bring about honesty, affection, decision making, responsibility and accountability, positive self concept, personal development and loyalty in adolescents and when parents are not around insecure attachment ( the children develop their own values. There is little bond between the children and their parents). In this study, a parent is a caretaker/ care giver to an adolescent. He/ she may be biological or guardian and Parental attachment is the nurturing relationship between parents and their adolescents. Parents everywhere seek that emotional bond with their children.

The impact of moderating variables (Trust, Environment and Government policy) on this study will be controlled by focusing research instruments on the independent and dependent variable only. This is because the extraneous variable is not part of my study but the purpose is for me to be aware of them. The researcher intends to find out the relationship between parental attachment and personal values in adolescents.

1.9.1 Theoretical Perspective

The attachment theory will be used to guide this study. The theory was originally formulated by Bowlby and recently expanded by others. Three broad dimensions are assessed: degree of mutual trust; quality of communication; and extent of anger and alienation. Ainsworth’s work was important for at least three reasons. First, she provided one of the first empirical demonstrations of how attachment behavior is patterned in both safe and frightening contexts. Second, she provided the first empirical taxonomy of individual differences in infant attachment patterns. According to her research, at least three types of children exist: those who are secure in their relationship with their parents, those who are anxious-resistant, and those who are anxious-avoidant. Finally, she demonstrated that these individual differences were correlated with infant-parent interactions in the home during the first year of life.

Children who appear secure in the strange situation, for example, tend to have parents who are responsive to their needs. Children who appear insecure in the strange situation (i.e., anxious-resistant or avoidant) often have parents who are insensitive to their needs, or inconsistent or rejecting in the care they provide. In the years that have followed, a number of researchers have demonstrated links between early parental sensitivity and responsiveness and attachment security.

According to attachment theory, children differ in the kinds of strategies they use to regulate attachment-related anxiety. Following a separation and reunion, for example, some insecure children approach their parents, but with ambivalence and resistance, whereas others withdraw from their parents, apparently minimizing attachment-related feelings and behavior. One of the big questions in the study of infant attachment is whether children who withdraw from their parents–avoidant children–are truly less distressed or whether their defensive behavior is a cover-up for their true feelings of vulnerability. Research that has measured the intentional capacity of children, heart rate, or stress hormone levels suggests that avoidant children are distressed by the separation despite the fact that they come across in a cool, defensive manner. This could be the case with Ugandan adolescents particularly in Wakiso district.

Figure 2; Model of Attachment by Brennan (1940)

In the figure above, two qualities of parent attachment is reflected- secure and insecure attachment. With secure attachment there is low avoidance, security, low anxiety and dismissing avoidant characteristics while insecure attachment includes high anxiety, preoccupation, fearful avoidance and high avoidance.

CHAPTER TWO

LITERATURE REVIEW

2. 0 Introduction

This chapter addresses the research objectives, which this study is set to investigate. The chapter will review various forms of parental attachment amongst adolescent, investigate personal values among adolescents in secondary schools, establish the relationship between parental attachment and personal values among adolescents and examine how counseling strategies can improve on parental attachment and positive personal values in adolescents in secondary schools using published articles, journals, reports and text books in Uganda and world at large.

2.1    Parental Attachment and Child value Strategies

Some researchers have argued that parents make little or no difference in how their children navigate the adolescent period, pointing instead to data showing that peer influence dominates this period. Contrary to this position, there is growing evidence that parents do make a difference, and that this difference operates through the nature of their attachment bond with their child Doyle & Moretti (2000). It is not yet certain on how parents in Wakiso district are helping their children navigate the adolescent period so as to come up with better personal values for their life well being.

The concept of attachment came to light through the work of  Bowlby (1972). Bowlby became interested in early infant bonding to a mother figure while he was studying the adverse effects of inadequate maternal care during early childhood on personality development. He found that the widely held psychoanalytic explanations of early personality development, which focused on dependency and feeding, were inadequate. Psychoanalytic explanations did not reflect the central role that the mother-child emotional bond plays in early personality development (Bowlby, 1988).

Secure attachment and its aim is to strengthen the intuitive, psychological and emotional bond between the primary caregiver, typically the mother, and child. Attachment parenting is rooted in the belief that if an infant’s emotional and physical needs are quickly and consistently responded to and met, the child will be likely to build a positive attitude to life believing that he or she is unconditionally loved, that the world is a good place and people mean well and can be trusted. A child’s bond with a primary caregiver plays a key role in later social emotional and cognitive development. It sets the stage for later learning, intelligence and academic achievement because, based on the quality of the attachment relationship, the child develops an internal representation of himself, others and the environment that guides his response to others and the environment.

Various research studies have proved that a basic sense of emotional and existential security is a crucial corner stone in healthy child development. This high focus on meeting needs is best done by very close attachment between caregiver and child (Khosla & Makkar, 2007).

The logic is that the more you tune to bond with and connect with your child, the better you will know your child and thus the more quickly you will be able to read your child, understand and fulfil his or her needs. Sears (2001) strongly opposes the traditional view that always meeting your child’s needs as quickly as possible results in spoiled and dependent children. He believes the complete opposite is true: That the more and the quicker you meet your children’s need, the better and the faster you prepare them for healthy independence.

Securely attached children feel confident that the attachment figure will be available to meet their needs. They use the attachment figure as a safe base to explore the environment and seek the attachment figure in times of distress (Main and Cassidy, 1988). Securely attached infants are easily soothed by the attachment figure when upset. Infants develop a secure attachment when the caregiver is sensitive to their signals, and responds appropriately to their needs. According to Bowlby (1980), an individual who has experienced a secure attachment is likely to possess a representational model of attachment figures as being available, responsive, and helpful. Securely attached children have a positive working model of the self and others and have a pattern of warm and sensitive interactions with responsive caregivers (Karass and Braungart-Reiker, 2004).

According to a study by Behrens, Hesse, and Main (2007), insecure avoidant is another form of parental attachment where children do not orientate to their attachment figure while investigating the environment. They are very independent of the attachment figure both physically and emotionally. They do not seek contract with the attachment figure when distressed. Such children are likely to have a caregiver who is insensitive and rejecting of their needs (Ainsworth, 1979). The attachment figure may withdraw from helping during difficult tasks Stevenson-Hinde and Verschueren (2002) and is often unavailable during times of emotional distress.

The third parental attachment style which was studied by Ainsworth (1970) was insecure ambivalent (also called insecure resistant). Here children adopt an ambivalent behavioral style towards the attachment figure. The child will commonly exhibit clingy and dependent behavior, but will be rejecting of the attachment figure when they engage in interaction. The child fails to develop any feelings of security from the attachment figure. Accordingly they exhibit difficulty moving away from the attachment figure to explore novel surroundings. When distressed they are difficult to soothe and are not comforted by interaction with the attachment figure. This behavior results from an inconsistent level of response to their needs from the primary caregiver (O’Connor & McCartney, 2007).

Disorganized/disoriented has also been stressed as another form of attachment. In the strange situation, the attachment system is expected to be activated by the departure and return of the caregiver. If the behavior of the infant does not appear to the observer to be coordinated in a smooth way across episodes to achieve either proximity or some relative proximity with the caregiver, then it is considered as disorganized. Infant behaviors in the strange situation Protocol coded as disorganized/disoriented include overt displays of fear; contradictory behaviors or affects occurring simultaneously or sequentially; stereotypic, asymmetric, misdirected or jerky movements; or freezing and apparent dissociation (Kochanska, Grazyna, and Sanghag, 2013).

Howard and Medway (2004), states that attachment security in adolescence predicts more constructive coping skills and significant gains in social skills from 16 to 18 years of age. Securely attached adolescents manage the transition to high school more successfully; enjoy more positive relationships and experience less conflict with family and peers than do insecurely attached adolescents. This is in line with Ducharme, Doyle and Markiewicz, (2002) on attachment security with mother and father associations with adolescents’ reports of interpersonal behavior with parents and peers as being relevant in attachment formation.

2.2 Personal values among adolescents in secondary schools

Few studies, particularly in developing countries, have explored the relationship between parental attachment and personal values formation with adolescent problem behaviors. A value is a belief, a mission, or a philosophy that is meaningful. Whether we are consciously aware of them or not, every individual has a core or personal values (PV).

Values can range from the common place, such as the belief in hard work and punctuality, to the more psychological, such as self-reliance, concern for others, and harmony of purpose. Values multiply the power of action and its results. The more it express, the greater its power and effectively. Personal values for an individual are a reflection of the highest principle of mind and thought, and can even be said to be a part of spiritual domain. Personal values that are experienced by adolescents are ranked higher in order than the social values which seemed abstract or impersonal. In practical life, personal values play very effective role Knafo and Schwartz (2003), found out that studies have shown that people who affirmed their values had lower blood cholesterol levels in response to stress. PVs have a very important effect in motivating adolescents to smoke. Even the sexual behavior of urban girls is guided by PVs. This could be the case in Wakiso secondary schools.

Families are considered to be the central context for value socialization, and are considered an important factor for the development of children’s values (Kimberly andBadger, 1998). However, it has been difficult to demonstrate empirically the influence of parental values on those of their offspring. Previous studies have documented that parental values and children’s values are poorly correlated. Research suggests that children may or may not perceive parental values accurately; further, children may accept or reject the parental values they perceive. Thus, the poor correlation between parental values and children’s values could result from children’s inaccurate perception of their parents’ values or their rejection of their parental values.

Development of personal values in adolescents is a critical and complicated process for adolescents. Erikson (1959) maintained that the formation of a healthy sense of identity was crucial in transitioning from adolescence to adulthood. This important step in maturing is challenged from many sources. Prior research has identified both psychological stress and anti-social behavior as adversaries to value formation (Wires, Barocas, and Hollenbeck, 1994).

However, new research has implicated lifestyle, classroom dynamics, peer interactions, and parental influences to be associated with personal value formation as well. In addition, public image as transmitted through media services plays a role in determining an adolescent’s acceptance of gender roles and expressions (Shaw, Kleiber, and Caldwell, 1995). It is not yet clear whether the adolescents of secondary schools in Wakiso district are facing the same challenges as regards development of personal values.

Adolescents struggle with managing the myriad of personal value contradictions resulting in increased vilence (Goodey, 1997), harassment (Murnen and Smolak, 2000), sexual deviance (Bogaret, 2003), and self-destructive acts (Beautrais, 2003), Understanding the people, places, and associations related to identity formation will assist caregivers to distinguish healthy approaches for adolescent development. Gender identity differences are considered to be interpersonally and environmentally influenced (Pollack, 1995). This is attested to, in part, by the questioning of the meaning of masculinity that typically occurs during periods of social and economic tensions (Kimmel, 2005).

Responding to the influx of juvenile violence in China by CCTV News, Yang Xine (2013), said the bad behavior is blamed on negative new technology with bad games, books and television shows that provoke such violent acts in adolescents. He recommended serious guidance on what to watch by not watching programs which impact negative values in children. This could probably be the same as regards personal values development in Uganda.

According to James (2000), in the study behaviors in adolescents, he stresses that some children are affected by poor financial backgrounds which makes them not to afford school fees, and other requirements. They end up dropping out of school and joining anywhere for survival. This is where they meet their peers who might at times end up teaching them behaviors like taking distilled local gin, drug addictions hence loosing life targets and they end up becoming problems to society. There is need to establish whether Ugandan adolescents are going through the same. Extroverts tend to differ in personal values which make it hard for parents to establish their values religions, conflicting culture beliefs between the guardians.

2.3   Relationship between parental attachment and personal values in adolescents

The theory of attachment was originally developed by Bowlby (1907-1990), the theorist who attempted to understand the intense distress experienced by infants who had been separated from their parents. According to Erikson (1977), the development of identity proceeds through eight life stages, each of which represents a period of heightened potential and increased vulnerability of a particular component of the personality.  The personal value formation process shares certain basic tenets with traditional attachment theory. In general, the two paradigms both indicate that security, exploration, and development are influenced by relationships with parents and that behavior is guided by constructions of perceptions of self and the environment (Benson et al., 1992).

Erikson (1959, 1980) postulated that the relationship between the mother and the infant is a catalyst for value development. The concept is advanced by Bowlby (1969; 1984); he defines the mother as a ‘secure relational base’, whose primary function incorporates personal value development and the reduction of psychological distress. It’s not yet clear whether the same is happening with Uganda adolescents hence the need to establish what is happening to adolescents a case of Kajjansi SS in Wakiso district.

Both Erikson (1980) and Bowlby (1980) adhere to some form or another of the epigenetic principles of psychological development. The essence of the principle is that the quality and direction of early psychological development, is formative of later stages of development. For instance, developing trust in the early maternal relationship sets the stage for identity achievement in later life (Erikson, 1959, 1980) and (Hoegh, & Bourgeois, 2002).

Attachment theory was originally developed to explain the bond between infants and their caregivers, and it has become an important theory to explain the lasting influence of close relationships on an individual’ psychological well-being. The basic premise of attachment theory is that individuals’ experiences with the emotional availability of attachment figures in their lives shape their feelings of felt security and trust in others (Bowlby, 1980). As a result of their early experiences with caregivers, individuals construct internal working models of themselves, others, and relationships used to guide their expectations in subsequent close relationships (Bretherton, 1990).

Psychoanalytic writers held that these behavioral and emotional expressions (crying, clinging) were manifestations of immature defense mechanisms that were operating to repress emotional pain but Bowlby noted that such expressions are common to wide mammalian species, and speculated that these behaviors may be serving an evolutionary function. Bowlby (1988) argued that the attachment system develops in the first three years of life to ensure proximity to the caregiver, thereby managing the anxiety associated with the fear of abandonment.

Specifically, adolescence is supposed to be a period where internal working models may finally stabilize, and as consequence, would be rather resistant to change. As competencies grow during the teenage year, attachment behavior is elicited less often compared to infancy. In addition, it is less likely to be expressed by seeking direct physical proximity but rather by communicating

One’s feelings and concerns to the caregivers when needed (Bowlby, 1980 and Bretherton, 1990). Longitudinal studies from infancy to childhood showed a high stability of infant attachment organization. Discontinuity of attachment was explained by changes in the care giving system. Thus, the stability of the care giving conditions is one influential factor for the stability of attachment organization in childhood Grossmann and Zimmermann (1999). As attachment organization childhood already is very stable, a high stability of attachment patterns during adolescence can be expected. However, the assessment at both ages is different.

Ainsworth (1989) posited a major shift in attachment behaviors with the onset of adolescence, leading the young person to establish a partnership with an age peer, usually of the opposite sex. She also maintained that young adults generally attain a sense of autonomy from their parents, as a likely result of a gradual process operating from infancy.

Through adolescence, however, she contended that there is good reason to believe that autonomy does not necessarily imply that the young adult’s attachment to parents has stopped. The importance of the parental relationship throughout childhood warrants the inference that it continues to affect a person into adulthood.

2.4 Counseling strategies for effective parental attachment towards positive personal values in adolescents.

Spiritual parenting does not have a root in science. However, based on Chopra (2003),  It’s said to have roots in modern teachings of eastern spiritual philosophy which is known for a focus on raising inner awareness, appreciating that which is and being deeply connected with everything in the Now. Spiritual parenting is thus not about worshipping a specific God or Goddess or about adhering to a specific formalized religion. It’s not fluffy or airy. Rather the opposite, actually. It’s really quite down to earth. It’s just about Being, full acceptance and seeking deep interconnectedness.

Spiritual parenting is about respecting each child’s individuality and creates the space for each child to develop his or her own beliefs based on his or her unique personality and individual potentials.  The best way to raise highly aware and conscious children is by example. Simply is that what you want your children to be! Don’t teach role models, be a role model yourself. Don’t preach rules and behaviour, be whatever you want your children to learn and experience Chopra (2003).

Parental attachment impacts on personal value formation among adolescents and increases the vulnerability to certain psychological problems such as tensions, depression, anxiety, distress, anger, insomnia, and bulimia. Harmful effects of hampered identity formation can be mitigated through coping (Khosla & Kapur, 2007).

During any stressful life experience, both positive and negative affect co-occur. There is a need to engage and access the positive side as soon as possible. This is so because positive affect has been shown to have adaptation significance. It helps to deal with stress effectively and overcome its harmful consequences quickly (Khosla, 2006). Parents as adults have many roles to play in guiding and counseling these adolescents towards problem solving where children can run to in times of consultation for advice. Positive affect predisposes one to appraise the stressful situation as challenging, fostering hope, and belief that it may be beneficial in some way. By finding meaning in simple life events, moments, objects, induces happiness for a moment. This brief state of happiness provides immense source of energy to fight back from any life-threatening situation effectively.

According to Sandoval (2002), coping skills involve easing the tension caused by anxiety. The ego employs a number of coping strategies, often known as defense mechanisms all of which involve some level of subconscious or unconscious distortion of reality. Some of the defense mechanisms include; Denial, Repression, Suppression, Sublimation, Projection, Displacement, Intellectualization, Reaction Formation, Rationalization, and Regression.

Problem focused coping helps to confront the reality brought about by the crisis. When reality is faced, then information lands on fertile ground and it is useful for the healing process to progress. Skills dealt with here include; seeking information and support, taking problem solving action and identifying alternative rewards. One would therefore have to identify and deal with the problems arising one at a time as they come (Sandoval, 2002).

Emotion focused therapy helps the caregiver to manage feelings generated by the crisis and maintain effective equilibrium. If the affected person is not emotionally stable then they themselves will end up depressed thus slowing down the caring process.  Emotions must be controlled or vented in a way that brings relief. An emotionally stable caregiver is the foundation on which the patient stands to face life. Skills dealt with here include; affective regulation, emotional discharge and resigned acceptance (Sandoval, 2002).

2.5 Conclusion

From the review of the available literature, it is evident that a number of studies have been carried out on parental attachment, personal value formation in adolescents, in community catchment areas of the first world countries. Majority of these studies were evaluative; while others were comparative and exploratory in nature. Public literature highlighting a few instances of attachments and personal value formation was sketchy in sub Saharan Africa. No study similar to parental attachment and personal value formation among adolescents has been carried out here in Uganda.  This study, parental attachment and personal values among adolescents will attempt to fill the existing knowledge gaps that exist in the fields of community psychology, educational psychology, counseling and health psychology.

CHAPTER THREE

METHODOLOGY

3.0 Introduction

This chapter presents a detailed description of the methodology that will be used in the study. The focus is on the research design, the population, sampling strategies, data collection methods, data quality control, data analysis and ethical considerations.

3.1 Research Design

The researcher used a descriptive cross sectional survey design. According to Amin (2005), this is one of the most commonly used research methods in social sciences and is used to gather data from a sample population at a particular time. Opedun (2013) says that this design helps to define better and understand respondents’ opinions and attitudes when gathering information from a sample population at a particular time. In this study, both quantitative and qualitative techniques will be employed in data collection process, analysis, presentation and discussion of findings. Quantitative method will be used in order to establish the extent and rate of the problem.

3.2 Population

The target population of the study was the adolescent students from four secondary schools in Wakiso district, aged between 12-19 years of age, male and female from both ordinary and advanced levels.

3.3 Sample size Determination and Sampling Techniques

The researcher used Krejcie and Morgan (1970) table to determine the sample size of the respondents. Stratified sampling was applied to ensure equal representation of the schools from every county in Wakiso district and will help to eliminate bias in the selection process.

Simple random sampling was used to select schools. The schools were put in two groups according to the counties and 2 schools will randomly be selected from each group giving a sample of 4 schools for the study.

Purposive sampling was used for sampling head teachers. This was because of the positions they hold, the researcher believes they have information on parental attachment and personal values in adolescents. Students, teachers, parents and non teaching staff will be selected using simple random sampling because everybody stands a chance to be chosen for the study (Amin, 2005)

Selecting an appropriate sample size is a critical aspect in research with particular reference to this study. A sample of 283 is convincing enough as a true representation and it will be considered for the study and is in conformity with Neumann (2003) rule of thumb, sample size between 30 and 500 being sufficient. The researcher will use these techniques because the study requires typical and useful cases only in addition to saving time and money (Kombo and Tromp 2006). Only those respondents who have knowledge and experience in parenting shall be selected for the study.

Table 1; Population, Sample size, Percentage Sample and Sampling Techniques of the Study

 Guided by Krejcie and Morgan (1970) method of sample selection

3.4.0 Data Collection Instruments

The study employed two instruments; questionnaires and interviews.

3.4.1 Questionnaires

Questionnaires consisted of a set of questions to which the participants responded in writing. It is a “form consisting of interrelated questions prepared by the researcher about variables for the study,” (Amin, 2005). It will enable the researcher to gather information about variables of the study. Questionnaires will be used because information can be collected easily from large sample and diverse groups.  Closed questions will be administered to enable respondents give their views easily. Already established semi structured questionnaires will be used for data collection from students and teachers. The questionnaires will capture data based on the study objectives. The responses were measured with a modified five-point Likert-type rating scale as observed below.

Kenny (1987) Parental Attachment Questionnaire (PAQ) was used for this study as presented in the table below. The Parental Attachment Questionnaire was designed to assess security of a parental attachment in the self-report format among adolescents. (https://www2.bc.edu/maureen-kenny/PAQScoring.html).

Table 2: Scores for questionnaire

These scores were used in determining 55 questionnaire items for quantitative data; it was categorized into three main responses.  Not at all (0-10%) = 1, Somewhat (11-35%) = 2, A moderate amount (36-65%) = 3 Quite a bit (66-90%) = 4 and  Very much (91-100%) =5.

3.4.2 Interviews

An interview is an interchange of views between two or more people on a topic of mutual interest (Morrison, 2000). “Interviews allow participants to discuss situations from their point of view” Cohen (2006). An interview guide was used to gather data on parental attachment and personal values in adolescents in four Secondary Schools in Wakiso district. The interview respondents were Head teacher and Parents who were used to bridge the gap with qualitative data though students were the key respondents. Content analysis was used for interviews and was presented in form of quotes.

3.5.0 Data Quality Control

 3.5.1 Validity

Validity of instruments was ensured by processing data into manageable proportions through editing, coding, and tabulation methods.  Data collected was checked while still in the field to ensure that all questions are answered. Contradictory information was removed if found useless. By coding, answers to each item on the questionnaire were classified into meaning full categories. Tallying and tabulation was used to obtain frequencies and percentages of each item.

The instruments were developed under close supervision and guidance of my supervisors. The researcher first discussed the content and format of instruments with some colleagues and then later with the supervisors who commented on each item in relation to its measurement of a specific objective. Hard and ambiguous question to some respondents were clarified. Some responses in the questionnaire also depended on the response already presented in another statement.

The inter-judge coefficient of content validity index (CVI) was calculated using this formula adopted from Amin (2005) .The test of content validity was established through independent judgment with two research consultants. The formula was

Where n is = number of items rated as relevant and N= total number of items in the instrument.

The CVI for the interview guide and questionnaire to be regarded as valid was accepted at above 0.7. This is because Amin (2005) suggests that in a survey, the least CVI recommended in a survey study should be 0.70 or 70%. Some adjustments were made to make the questions more valid. The results were presented in table 2.

3.5.2 Reliability

Reliability is the extent to which any measuring procedure yields the same results on repeated trials (Creswell, 2009). The reliability of the instrument was improved through piloting and pre-testing. Furthermore, the reliability and validity of the results were obtained through my supervisor helped to indicate whether the findings appear to match the authenticity. This was done in order to limit the distorting effects of random errors on the findings. SPSS reliability analysis was used.

With prolonged engagement, the researcher spent sufficient time in the field to learn and understand the social setting while audit trials involved a thorough collection of information regarding all aspects of the research. Data was systematically checked, focus maintained and there was identification and correcting errors (Amin, 2005). This helped to ensure establishment of accuracy of data collected. Reliability for quantitative data was obtained by carrying out a test of reliability analysis (Alpha-coefficient). This was done to ensure accuracy of the instruments to enable the researcher send properly designed tools in the research field. Using SSPS, the instruments were found valid at a (alpha) above 0.7. A reliability of 0.70 indicates 70% consistency in the scores that are produced by the instrument (Creswell, 2009). The use of SPSS was because of its being easy to apply and fitting a two or more point rating scale. Results of Cronbach were presented in table 3.

Table 3: Reliability and Content Validity Index

3.6 Research Procedure

The researcher asked for an introductory letter from the Head of department Post Graduate School which introduced her to the school managers, seeking to carry out research in secondary schools in Wakiso district.

3.7 Data Presentation

The study used both quantitative and qualitative data analysis techniques. Quantitative data was checked for completeness, and entered into the Statistical Package for Social Sciences (SPSS version 16.0) program. The data was then analyzed using descriptive statistics (mean and standard deviation). The variables were co-related using the Pearson correlation Co-efficient in order to establish the relationship between parental attachment and personal values in adolescents.

Qualitative data was transcribed and analyzed using qualitative content analysis. The emerging themes were presented with a few quotes to illustrate the findings from the research questions. The responses to the close-ended items in the data collection instruments were assigned codes and labels. Frequency counts of the responses were obtained to generate descriptive information about the respondents who participated in the study and to illustrate the general trend of findings on the various variables that were under investigation. This involved the use of percentages, mean, variance, standard deviation and this was presented in form of tables and graphs. They helped to summarize large quantities of data whilst making the report reader friendly. Some of the responses to open ended items in questionnaires were presented as quotes while others were tabulated after obtaining frequency counts. Microsoft excel was used to generate tables.

Each interview schedule was closely scrutinized before leaving each respondent; it was cross checked for uniformity, accuracy, completeness and consistency of information. Some data was coded and tabulated using frequency tables. While analyzing content of the findings, some of the responses from interviews were quoted directly in the descriptive narrative of the findings.

For objective one and two descriptive statistics were employed for analysis. This included use of frequencies, percentages and mean. In objective three Pearson correlations was used to measure the relationship between the study variables for quantitative data.

3.8 Ethical Considerations

Having got full permission and access to the respondents, the researcher observed the following ethical considerations. The right to privacy of the respondent’s details where by the respondents remained anonymous to any third party. Confidentiality was highly upheld from any third party. The researcher maintained professional distance from the respondents so as to obtain qualitative and quantitative information. The researcher also thanked the respondents for their participation in the study.

3.8 Limitations of the study

A number of limitations were experienced during the study. Some of the targeted population was not co-operative and hesitated to respond to the questionnaires. However, efforts were made to convince the respondents that the information was only for study purposes. Some respondents ended up losing the questionnaires thus nearly affecting the expected sample size according to Krejcie and Morgan, (1970) sample size determination.

CHAPTER FOUR

PRESENTATION AND ANALYSIS OF DATA

• Introduction

This chapter presents the findings of the study. The study was about parental attachment and personal values among adolescents. It was centered on four research questions; the findings were presented in charts and tables.

4.1.0 Response Rate

The respondents in the study included: 160 students as the main respondents, 16 teachers, 4 head teachers and 8 parents. A total sample size of 188 respondents was sampled, which implies that 100% of the targeted respondents all got involved in the study.

Figure 2: Gender of the respondents

Source: Primary data, 2017

Figure 2 shows that of the 188 respondents in the study, 57% were females while 43% were males. The implication of this finding is that the existence of a slight difference between the male and female population indicates an equal distribution of sex across the study. This created a uniform platform for both male and female to give their understanding of the study topic. The study was therefore not biased by sex.

• Age groups of respondents

The study involved the identification of different age groups of various respondents which assisted to analyze their capacity to evaluate the problem and issues as related to the study. The ages of the various respondents were therefore summarized within categories as shown in the following table.

Table

4. 1:

Age of respondents

Source: Primary data

Table 11 above, students were the youngest with majority of them (71%) being between 15-19% years followed by 16% being between 10-14 years of age with a few (13%) being above 19 years. Among the teachers, the number of teachers who were between 25-29 years was the same as that of 40 and above each with a percentage population of 27%. The overall observation was that 40% of the teachers were the only ones below 30 years while the rest were above. Most of the parents and head teachers were between 40 and above. All in all, the respondents were between 15 to 40 years above

• Summary of background information of the teachers that were used in the study.

Table 4.ii is a summary of teachers’ characters covering the time they had spent teaching and how long they had worked in the schools in terms of their presence on the pay roll, and as well as their teaching qualifications.

Table 4. 2: Responses upon teachers’ characteristics

Key: Letters stand for schools

Source: Primary data

The information in table 4.III above reveals that some others were neither degree nor diploma holders. These were asked to present their A-level and got the chance to teach, while others had academic certificates but not related to the teaching professional (education) as reflected by the 50% “of others” in the section of highest academic qualification in the table.

It can be concluded that majority of teachers were diploma holders. Besides this, majority of the teachers were in the teaching profession for about 10 years but had spent 5 years in the schools they were found in at the time of the study. The average number of years worked in the schools explained why most of them were on the government payroll.

In general, none of the respondents in the teaching profession had a PHD; only two (2) out of 30 (7%) had a master’s degree. In addition, interviews revealed that those with a master’s qualification were head teachers of school A and B; majority of teachers had at least attained a Diploma Certificate in education.

The implication of this is that most of the teachers could have enough time to study their students and assess their attitude towards study topic and its objectives.

4.2 Presentation of Findings

This section presents data from all the instruments used starting with questionnaires followed by interview respectively. Data was presented question by question starting with research question one.

Results for Research Question one

The above question sought to investigate about the quality of parental attachment amongst adolescents in secondary schools in Wakiso district. This question was developed from objective one and the responses were recorded in the table below.

Table 3: Responses on quality of parental attachment amongst adolescents in secondary schools in Wakiso district N (160)

The table 3 above shows that the highest number of respondent which was 57 making the highest percentage 35.64% showed that their parents were not attached to them at all in their daily life and decisions. However, those who said that their parents were attached to them in their daily life and in the decision making were the least, making a number of 9 and a percentage of 5.625%. For the rest of the respondents, 31 accounting for 19.37% said that to somewhat level, parents were attached to them, 48 respondents taking 30.0% of the response number said that their parents’ attachment was a moderate amount and the last category of the respondents being 15 and taking a share of 9.375%, said that they were quite a bit attached to their parents. The respondents responded like this because the largest share of them did not have or were not satisfied with the kind of attachment their parents showed them.

Teachers’ responses on forms of parental attachment amongst adolescents in secondary schools showed that; 67% of the respondents indicated that generally their students depended on their parents to provide emotional support when they felt troubled, the parents supported their goals and interests. This was opposed to 33% who argued that a big number of parents didn’t have time; they were too busy and not involved in helping their children. This means that some children were left on their own which suggests that there was little bonding with their parents.

From the interviews with the head teachers; they revealed that sometimes talks took place between parents/caregivers and adolescents. However, there emerged differences in parent/caregiver and adolescent perceptions of these talks. Caregivers perceived themselves as talking adequately about values that they wanted their children to have. However the adolescents perceived absence of dialogue in these talks, citing them to be one-sided and full of warnings and with authoritative tonal voice.

             “We really warn our children while pointing at them but the current generation no longer listens to parents! You tell them: there are diseases out there that kill, to be careful and to concentrate on their studies, but they feel they know it all.” (Male parent/caregiver interview)

“Parents just talk to their children to warn them but there was no dialogue between them. The children just sit and listen without any contribution or question.” (Female adolescent, open questionnaire)

Further interviews with the head teachers and parents revealed that most parents ended at paying fees, they thought adolescent value development should be done by the school. There were also cases of parents who didn’t want their spouses to know that they had children elsewhere, as a result these children got affected emotionally and lacked true parental attachment and bonding.

The findings from 70% of the interviewees showed that parents imposed their own values and ideas on their adolescents while 30% disagreed. Implying that basically parents dictated on what values they wanted their children to adopt.

Table 4. 4:

In the table 4.v above, 64 respondents accounting for 40.0% of the respondents revealed that their parents were not attached to them in any special way. However, those who revealed that their parents were very much attached to them in a special way were 17 with 10.625%.

34 (21.25%), indicated that to somewhat level, parents were attached to them in a special way, 27(16.785%) said that a special attachment to them by parents was moderate and the last category of 18 (11.25%), revealed that they had better attachment with their parents. The results from the respondents were like this because the largest number did not have or were not satisfied with the kind of attachment their parents showed them.

The study findings from the interviewees showed that during recent visits or time spent together, some adolescents avoided sharing their experiences with their parents for fear of being mistrusted or reprimanded, especially on how they had behaved at school. However there were some few adolescents who felt free to share with their parents about their personal concerns.

One respondent said, ` some students enjoy telling their challenges to their parents especially on first menstrual periods, how to handle members of opposite sex but there are those parents who were not bothered which makes some adolescents feel disappointed because their parents show more attachment to academics  than probing into psychological challenges of their adolescent children.’

Table 4. 5:

Table 4. IV shows that the highest number of respondents which was 42(26.25%) revealed that their parents did not support them at all. However, those who showed that their parents were attached to them in their daily life and in the decision making were the least making a number of 9 (5.625%). For the rest of the respondents, 31(19.375%) indicated that to somewhat level, parents were attached to them, 48 (30.0%) of the response number revealed that their parent’s attachment to them was a moderate amount and the last category of the respondents being 15 ( 9.375%), disclosed that their parents attachment to them was quite a bit.

The results from 58% of the teacher respondents indicated that when students/adolescents had serious problem or an important decision to make they looked at their families for support, encouragement and guidance; this was opposed to 42% who disagreed.

On whether adolescents sought help from professionals such as a therapist, school teacher, counselor or reverend 35% agreed while 65% disagreed, this implies that many adolescents rarely sought help from professionals. The interviews revealed that majority of the schools didn’t have counselors or rarely counseled their students with problems. Majority of the students ended up working out their problems on their own, without discussion with others. Schools used already employed teachers to majorly talk with adolescents, not necessarily that they had professional counseling skills.

The study disclosed from 56% of the respondents that sometimes their adolescents discussed their matters with their friends an issue which was denied by 44%. This brings out the indication that to a big extent adolescent consulted their friends.

59% of the respondents went on to indicate that some of the adolescents contacted their families if only they had failed to resolve the situation by themselves while 41% disagreed.

All in all, the results from both instruments on objective one did not differ; generally, the findings showed that most of the parents employed majorly secure parental attachment amongst adolescents in Wakiso secondary schools. Parents tried to support their adolescents. This was followed by insecure attachment where some parents left their adolescents to guide themselves thus leading some adolescents to permissiveness, distress, insensitiveness, rejection and ambivalence.

Results for Research Question two

Question two stated, ` what are the most common personal values in adolescents in secondary schools in Wakiso district?’ and was intended for research objective three. The responses were recorded in table below.

Table 8: The most common personal values among adolescents in secondary schools in Wakiso district

The study set out to investigate the most common personal values among adolescents in secondary schools in Wakiso district. Questionnaires were distributed to both students and teachers making a total of 160.

The study revealed that:  love (138) was the most common value among adolescents; this was followed by friendship (86), ethical standards (49), power to lead (44), religion (42), discipline (20), self esteem (12), integrity (10) and passion (7).

Table 9: Teachers responses on most common personal values among adolescents in their secondary schools (n=16)

Source: Primary data

The teachers were sampled to give their perceptions on some of the common values in their students.

12 teachers perceived love as the most common value among their students; this was followed by ethical standards (11), power to lead (10), religion and self-esteem (9), discipline and integrity (8), discipline (7) and passion (3).

1. The findings from 75% of the teacher respondents revealed that love was the highest personal value among their students.
2. On whether adolescents believed in ethical standards as part of their values, 63% agreed while 37% disagreed. This means that most of the adolescents believed in maintaining a code of ethics which helped them to conform to the standards of society, family and personal beliefs.

3. The study discovered from 81% of the teacher respondents that their students had interest in leading others while 19%. This implies that Power to lead others is one of the common values in adolescents. In the interviews conducted, the respondents reported that majority of their students compete in school leadership especially when they are standing for prefect ship.

4. This was The study findings from 75% of the teacher respondents did reveal that their students perceived religion as one of their common values where they believed in the supreme being of God however this was opposed to 25%. This implies that religion is one of the common values in students. From the interviews with both the head teachers and their deputies they reported that most of their schools are built on religious foundations. One of them said,

“We emphasize prayers in our school just like our national motto which says “for god and my country”. This has helped shape behavior of our adolescents along with the faith of their churches”

5. The findings from 69% of the respondents agreed that Self esteem was one of the students values while 31% did not, this means that adolescents believed in being of value, feel useful, wanted by other people, to be a leader, and to be appreciated by others.
6. Friendship and intergrity 8

Further results from 75% of the respondents established that friendship was one of their students values as this was endorsed by 25% of the respondents who Friendship 75%, the respondents showed that many of students ended up coupling, the undisciplined ones could couple together and if u took no steps to investigate then this could affect their behaviors in general. However, majority worked with others enjoying their friendship, joined groups for companionship, and looked forward to enjoy social relations.

48% of the respondents indicated that the adolescents believed in power to lead and direct others while 52% disagreed, which implies that many adolescents did not consider power as their common value.

8. On whether Discipline was one of the common values in adolescents 56.25% of the respondents agreed while 43.75% disagreed, which brings out the implication that though majority consider discipline as their value there is need to instill discipline in a number of them.

The results from 56.25% of the respondents agreed that integrity was one of the common values in students while 53.75% disagreed, which means that on average majority of the students are consistently open, honesty and genuine though there is need for improvement. This was not far from interview results which showed integrity as a value in their adolescents.

One of the interviewee said, ‘to a big extent some of our adolescents are genuine in what they do however there is a small category who still believe in cheating, dodging work amongst others’

We really warn our children while pointing at them but the current generation no longer listens to parents! You tell them there are diseases out there that kill, to be careful and to concentrate on their studies, but they feel they know it all.” (Male parent/caregiver FGD)

“Parents just talk to their children to warn them but there is no dialogue between them. The children just sit and listen without any contribution or question.” (Interviewee)

There is an issue of social media where many children are exposed to all types of behaviors; some parents don’t stay home as they search for family survival, in most cases these children are left home watching television channels without any guidance.

Passion 3 19% was the last value as perceived by teachers’’’’’’’’’’’’’’’’’’’’’’

Results of research objective three

Objective three which sought to establish the relationship between parental attachment and personal values among adolescents. Pearson correlation was run to establish the relationship between parental attachment and personal values among adolescents using SPSS version 16.

Table 8: Correlation between parental attachment and personal values

* Correlation is significant at the 0.05 level (2-tailed).

The correlation in table above shows that parental attachment has a strong effect (correlation is = 0.6) on personal values in adolescents. This is statistically significant at 5% level of significance since the correlation p-value is greater than the alpha value (0.05). The findings suggest that parental attachment has a strong impact on personal values in adolescents.

Results for Research Question four

Research objective four set out to examine how counseling strategies could promote parental attachment and positive personal values in adolescents in secondary schools in Wakiso district. The responses were recorded in table below.

Table 10: Questionnaire responses on counseling strategies to improve on parental attachment and positive personal values in adolescents N (160)

Source: Primary data (2017)

In order to find out respondents’ suggestions on how counseling strategies can improve on parental attachment and positive personal values in adolescents in secondary schools, questionnaires were administered to students and teachers. Interviews were also conducted with head teachers and parents. Their responses were as given below;

The results from 89% of the respondents showed that there is need to increase parents’ understanding about the adolescent’s difficulties and behaviors, so that they may be more supportive. From the interviews it was reported that there is need for parents not to offend their adolescents during dialogue sessions instead they should be greater listeners to their traumatized youth than great talkers.

Further results from 96% of the respondents agreed that working to increase the caretakers’ parenting skills is one of the counseling strategies to improve on parenting and personal values in adolescents; this was denied by 4%.

The results from all the questionnaire respondents (100%) agreed that Routine provision of guidance and counseling by professional counselors to adolescents would improve on parental attachment and personal value development in adolescents.

The results from 90% of the respondents revealed that there is need to avail adolescents with coping skills which are involved in easing the tension caused by anxiety.

It was also discovered from all the respondents that there is need for Provision of awareness programs on parental attachment to entire communities as this would help to enlighten parents with parenting techniques/ basics. From the interviews it was reported that,

“Given the stress and demands associated with raising a traumatized youth, caretakers should be provided with opportunities to discuss and express feelings, and reach out to helpers and peers for support. The unsupported caretaker is unlikely to be as good a parent as otherwise might be possible, and may be more reactive to the challenges of raising an adolescent, let alone a traumatized one”

The study discovered from 92% of the respondents that there is need to emphasize spiritual parenting. This means that adolescents should be helped to grow as God fearing which would help shape their personal values. During any stressful life experience, both positive and negative affect co-occur. There is therefore a great need to engage the adolescents to access the greater power thus God for effective solutions to their challenges.

The findings from 87% of the respondents revealed that there should be an increase on caretakers’ understanding of the adolescent’s difficulties and behaviors while 13% opposed.

Parents as adults have many traditional roles to play like in guiding and counseling their adolescents towards problem solving. Children can run to them for consultation, from the open responses many of them said that this sometimes can be through family meetings at homes.

For these reasons, caretaker and family interventions are most appropriate for adolescents who still live in a dependent role within a family unit. Thus, it is not as relevant to them who live on the streets or in shelters, or who, for whatever reason, are separated or emancipated from their caretakers. Even in these cases, however, therapy involving caretakers may still be helpful, since many separated adolescents continue to have significant contact with their parents or other family caretakers (e.g., a grandparent or aunt) and thus continue to be influenced by them.

Generally the results on objective four showed that, provision of awareness programs on parent attachment, helping adolescents with coping skills involving to ease the tension caused by anxiety, training and recruiting of professional counselors, working to increase the caretakers’ parenting skills and family meetings should be emphasized or promoted.

CHAPTER FIVE

DISCUSSIONS

5.0 Introduction

In this chapter, the findings of the study were discussed after which the conclusions and recommendations were drawn. For clarity and chronology, it was arranged by these contents and then by the four research objectives that the study sought to find out. Thus the chapter was divided into subsections namely, discussion which is related to the theoretical frame work and the literature review.

5.1 Discussion of study findings

The discussion was arranged according to the four objectives of the study. The discussed findings were empirically got from the field using a self-administered questionnaire and interview guide. The section was subdivided into the following subsections to determine the most common forms of parental attachment amongst adolescents, to investigate the most common personal values among adolescents, to establish the relationship between parental attachment and personal values among adolescents and examining how counseling strategies can improve on parental attachment and positive personal values in adolescents in secondary schools in Wakiso district.

 5.1.1 Most common forms of parental attachment amongst adolescents in secondary schools in Wakiso district.

The study concentrated on the most common forms of parental attachment amongst adolescents in Wakiso secondary schools. This involved use of questionnaires and interviews to the different categories of respondents and was analyzed using descriptive statistics. The study found out that most of the parents employed majorly secure attachment amongst adolescents which was mostly characterized by safety, responsiveness, warmth and provision of day today basic needs. Majority of the adolescents reported that they were attached to their parents in their daily life and decisions however the level of secure attachment was not satisfactory. This was because most of them did not exhibit or reflect the kind of attachment their parents showed them.

Secure was followed by insecure attachment. The study showed that some parents left their adolescents to guide themselves which led some to permissiveness, distress, insensitiveness, rejection and ambivalence while others got assimilated into the care of important individuals who acted as their alternative parents and they ended getting secure attachment

The study revealed that adolescents who received secure parental attachment a good number of them exhibited very good personal values and performed very well at school. The relationship with the parents   strengthened the intuitive, psychological and emotional bond between the primary caregiver, typically the parent, and child. These adolescents had appositive attitude towards life. This finding is in line with Howard and Medway (2004), who found out that attachment security in adolescence, predicts more constructive coping skills and significant gains in social skills from 16 to 18 years of age. The surprise was that though majority had parental security, this did not warrant good personal value development in some adolescents as reported by the teachers, a good number of adolescents had been suspended and expelled from schools because of indiscipline yet they were coming from secure homes. This was attributed to peer pressure and modernity where children ended up copying values that were contrary to acceptable ethical values.

Ainsworth (1989), posited a major shift in attachment behaviors with the onset of adolescence, leading the young person to establish a partnership with an age peer, usually of the opposite sex. She also maintained that young adults generally attain a sense of autonomy from their parents, as a likely result of a gradual process operating from infancy. The importance of the parental relationship throughout childhood warrants the inference that it continues to affect a person into adulthood.

Securely attached adolescents manage the transition to high school more successfully; enjoy more positive relationships and experience less conflict with family and peers than do insecurely attached adolescents. This is in line with Ducharme, Doyle and Markiewicz, (2002) on attachment security with mother and father associations with adolescents’ reports of interpersonal behavior with parents and peers as being relevant in attachment formation.

The study findings from 34% of the respondents revealed that a good number of adolescents had insecure parental attachment with their caregivers. They failed to develop any feelings of security from the attachment figure.  They exhibited difficulty moving away from the attachment figure to explore novel surroundings. They are very independent of the attachment figure both physically and emotionally. These students did not seek contract with the attachment figure when distressed. Some of these included the needy adolescents who were struggling to pay for their needs. The researcher therefore conqours with Stevenson-Hinde and Verschueren (2002) who found out that the attachment figure may withdraw from helping during difficult tasks is often unavailable during times of emotional distress.

The logic is that the more you tune to bond with and connect with your child, the better you will know your child and thus the more quickly you will be able to read your child, understand and fulfil his or her needs. Sears (2001) strongly opposes the traditional view that always meeting your child’s needs as quickly as possible results in spoiled and dependent children. He believes the complete opposite is true: That the more and the quicker you meet your children’s need, the better and the faster you prepare them for healthy independence.

5.1.2  Common personal values among adolescents in secondary schools in Wakiso district

The objective of the study set out to investigate the most common personal values among adolescents in secondary schools in Wakiso district. Questionnaires were administered to both students and teachers and interviews were conducted with head teachers. This objective was analyzed using descriptive statistics for quantitative and discursive for qualitative data.

The study found out that integrity was the most common value in adolescents, majority of the students were consistently open, honesty and genuine though this was lacking in 36% as indicated by the study respondents. Integrity was followed by discipline, love, religion, self esteem, ethical standards, and power as indicated by all research instruments. It was discovered that majority of their students had personal drives and commitment especially when it came to pursuing their own goals.

However the parents indicated religion as the best personal value in adolescents. This was a contradiction with the rest of the respondents. this to the researcher seemed like whenever the adolescents  are with their  parents they act more religious and holier than when they are at school where they seem not to be genuine.

In the interviews with the majority of the head teachers, it was reported that a big percentage of adolescents were honest but with some few cases that cheated exams, dodged work and absented themselves from class activities. The interviewees attributed this to parental guidance especially by bringing up their children in the fear of God as stipulated in their different religions.

The study further revealed that some parents talked to their children to warn them against maladaptive behavior but the children remained avoidant paving no way to any constructive dialogue between them. The children just sat and listened without any contribution or question. It was also revealed that parents imposed their own values on their children.

The study further established that value formation in adolescents was because of social media where many children were exposed to all types of behaviors especially maladaptive behavior that contradicted with the acceptable behaviors in society. This was so because of mostly, modernity advancements that has made the world a global village. The study showed that maladaptive behavior was worse with adolescents whose parents did not stay home especially mothers who did not do their traditional roles of child rearing. In this case children were left home watching any television channels with or without any guidance by alternative care givers like house girls. The study found out that some adolescents struggled with managing the myriad of personal value contradictions resulting in increased violence and harassment.

On average religion was perceived by adolescents as one of their common values, adolescents believed in the supreme being of God. Majority of the secondary schools were built on religious foundations. It was discovered that schools tried to emphasis prayers on assemblies, Fridays, Saturdays and Sundays which helped shape values of adolescents. The surprise finding was that even with school emphasis on prayers, religion was not the most common personal value in some adolescents. This was attributed to lack of parental guidance, parents of adolescents are busy involved in work with no room to emphasis spiritual values to their children. This result is in line with Schwart (2003) who asserted that personal values for an individual are a reflection of the highest principle of mind and thought, and can even be said to be a part of spiritual domain.

The findings showed that adolescents believed in love which was sometimes mistaken for erotic love. There were feelings of affection, and a sense of caring from other people especially from someone from whom one could expect a commitment, this was opposed to 41% who showed that students didn’t believe in love. They mistook love to mean kissing, having sex which resulted into many of them dropping out of school because of teenage pregnancies and sexual diseases and infections.

The study established that friendship was another common value among adolescents as reflected by 75% in contrast with 25% of the respondents. Unfortunately students ended up mistaking true friendship for sexual friendship where by boys and girls coupled like the married. This led to friction, rumors, physical fighting and hysteria. However, the majority worked with others enjoying their friendship, companionship, and looked forward to enjoy social relations. .

Previous studies have documented that parental values and children’s values are poorly correlated. Research suggests that children may or may not perceive parental values accurately; further, children may accept or reject the parental values they perceive. Thus, the poor correlation between parental values and children’s values could result from children’s inaccurate perception of their parents’ values or their rejection of their parental values.

 James (2000), in the study of behaviors in adolescents, stresses that some children are affected by poor financial backgrounds which makes them not to afford school fees, and other requirements. They end up dropping out of school and joining anywhere for survival. This is where they meet their peers (Friendship value) who might at times end up teaching them behaviors like taking distilled local gin, drug addictions hence loosing life targets and they end up becoming problems to society. From my personal observation such anti social behavior derive the adolescent to comply with their peers on the expense personal values. The surprise finding was that introverts tended to differ in personal values which made it hard for parents to establish their real values that shaped them while the extroverts were the opposite.

5.1.3 Relationship between parental attachment and personal values among adolescents

The research objective of the study sought to establish the relationship between parental attachment and personal values among adolescents. Pearson correlation was run to establish the relationship between parental attachment and personal values among adolescents. The results showed that parental attachment has a strong effect (correlation is = 0.6) on personal values in adolescents. This was statistically significant at 5% level of significance since the correlation p-value is greater than the alpha value (0.05). The findings suggest that parental attachment has a strong impact on personal values in adolescents. This is also in line with (Kimberly and Badger, 1998) who considers families to be the central context for value socialization, and are considered an important factor for the development of children’s values. However, it has been difficult to demonstrate empirically the influence of parental values on those of their offspring. Previous studies have documented that parental values and children’s values are poorly correlated. Research suggests that children may or may not perceive parental values accurately; further, children may accept or reject the parental values they perceive.

This finding was in line with Erikson (1959, 1980) postulated that the relationship between the mother and the infant is a catalyst for value development. The concept is advanced by Bowlby (1969; 1984); he defines the mother as a ‘secure relational base’, whose primary function incorporates personal value development and the reduction of psychological distress. The researcher agrees with this position. Since majority of the adolescents in Wakiso majorly depended on their parents’ support towards their daily needs.

5.1.4 Counseling strategies to improve on parental attachment and positive personal values

The results from majority of the respondents showed that there was need to increase parents’ understanding about the adolescent’s difficulties and behaviors, so that they may be more supportive. Parents should not offend their adolescents during dialogue sessions instead they should be greater listeners to their traumatized youth than being great talkers. This finding is in line with……………..who  showed that working to increase the caretakers’ parenting skills is one of the counseling strategies to improve on parental attachment and personal values in adolescents.

The study established the need for routine provision of guidance and counseling by professional counselors to adolescents as this would improve on parental attachment and personal value development in adolescents. This finding is in line with UNICEF (2013/14) who recommends the need to avail adolescents with coping skills which are involved in easing the tension caused by anxiety.

It was also discovered from all the respondents that there is need for provision of awareness programs on parental attachment to entire communities as this would help to enlighten parents with parenting techniques/ basics. From the interviews it was reported that,

‘Given the stress and demands associated with raising a traumatized youth, caretakers should be provided with opportunities to discuss and express feelings, and reach out to helpers and peers for support. The unsupported caretaker is unlikely to be as good a parent as otherwise might be possible, and may be more reactive to the challenges of raising an adolescent, let alone a traumatized one’

There is need to emphasize spiritual parenting. This means that adolescents should be helped to grow as God fearing which would help shape their personal values. During any stressful life experience, both positive and negative affect co-occur. There is therefore a great need to engage the adolescents to access the greater power thus God for effective solutions to their challenges. This will help increase caretaker understanding of the adolescent’s difficulties and behaviors.

Parents as adults have many traditional roles to play like in guiding and counseling their adolescents towards problem solving. Children can run to them for consultation, from the open responses many of them said that this sometimes can be through family meetings at homes.

For these reasons, caretaker and family interventions are most appropriate for adolescents who still live in a dependent role within a family unit. Thus, it is not as relevant to them who live on the streets or in shelters, or who, for whatever reason, are separated or emancipated from their caretakers. Even in these cases, however, therapy involving caretakers may still be helpful, since many separated adolescents continue to have significant contact with their parents or other family caretakers (e.g., a grandparent or aunt) and thus continue to be influenced by them.

The study found out that adolescents’ personal value formations are sometimes a result of the environment they live in.   (Bogaret, 2003), recommends for  Understanding the people, places, and associations related to value formation will assist caregivers to distinguish healthy approaches for adolescent development. Gender identity differences are considered to be interpersonally and environmentally influenced.

Generally the results on objective four showed that, provision of awareness programs on parent attachment, helping adolescents with coping skills involve to ease the tension caused by anxiety, recruiting professional counselors, working to increase the caretakers’ parenting skills and family meetings should be emphasized or promoted.

CHAPTER SIX

CONCLUSIONS AND RECOMMENDATIONS

6.0 Introduction

In this chapter, the conclusions were drawn from the study findings and recommendations made. Thus the chapter was divided into subsections namely, conclusions, recommendations and areas for further research.

6.1 Conclusions from the study

The study was conducted to investigate parental attachment and personal values among adolescents in Wakiso district. The study concluded that;

In focus to objective one, the results from both instruments on objective one did not differ; generally, the findings showed that most of the parents employed majorly secure parental attachment amongst adolescents in Wakiso secondary schools. Parents tried to support their adolescents. This was followed by insecure attachment where some parents left their adolescents to guide themselves thus leading to permissiveness, distress, insensitiveness, rejection and ambivalence.

In objective two, the study revealed that integrity was the most common value among adolescents; this was followed by discipline, love, religion, self esteem, ethical standards, and power

In objective three, it was discovered that parental attachment has a strong effect (correlation is = 0.6) on personal values in adolescents. This is statistically significant at 5% level of significance since the correlation p-value is greater than the alpha value (0.05). The findings suggest that parental attachment has a strong impact on personal values in adolescents.

Generally the results on objective four showed that, provision of awareness programs on parent attachment, helping adolescents with coping skills involve to ease the tension caused by anxiety, recruiting professional counselors, working to increase the caretakers’ parenting skills and family meetings should be emphasized/ promoted.

6.2 Recommendations

The study made the following recommendations:

In line with conclusion one, the study recommends government through her agencies to plan and enforce compulsory responsible parenthood with emphasis on promoting family stability. This should be through provision of awareness programs on parent attachment and value formation in children.

The study in objective two recommends the parents to be actual role models as far as value development is concerned in adolescents (charity begins at home). Parents should mentor children to becoming their best in life.

For objective three, the study recommends government to set up and implement day care centers with experienced, effective technical personnel in responsible parenting.

Government should ban pornographic literature on social media.

Based on the finding in objective four, the study recommends that adolescents should be helped with coping skills to manage anxiety. Government should train and recruit professional counselors, working to increase the caretakers’ parenting skills and family meetings should be emphasized or promoted.

Further research

Further research should explore adolescent living environments and how they relate with their parents or caregivers to provide a better understanding of factors that may facilitate or inhibit value communication between them. Explore facilitative factors for parent or caregiver –adolescent value communication.

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APPENDIX A

Questionnaire for Teachers and Students

Dear respondent,

This questionnaire is part of the study being carried out in secondary schools in Wakiso district. The study is about parental attachment and personal values in adolescents. It’s for academic purposes only, and is confidential. Feel free when giving your opinion about the topic.

The following pages crontain statements that describe family relationships and the kinds of feelings and experiences frequently reported by young adults. Please respond to each item by filling the number on a scale of 1 to 5 that best describes your parents, your relationship with your parents, and your experiences and feelings. Please provide a single rating to describe your parents and your relationship with them. If only one parent is leaving, or if your parents are divorced, respond with reference to your living parent or the parent with whom you feel closer.

Question one: What are the various forms of parental attachment used by parents of adolescents?

Table 3; Scores for Questionnaire

Table 4; Questionnaire

Section B: Measurement of Research Question Two

The aim of this questionnaire is to create a short list of your personal values,

Do these values make you achieve your sense of enjoyment, happiness and wellbeing?

Table 5; Questionnaire

These questionnaires were retrieved from,  http://www2.bc.edu/~kennym/PAQ.html

Section D

1. What can be done to improve on parental attachment?
2. What can be done to improve on positive personal values in adolescents?

.

APPENDIX B

Interview guide for head teachers and parents (PTA members)

1. What are the common forms of parental attachment that you use towards adolescents in this school?
2. What are the common personal values exhibited in adolescents in this school?
3. What can be done to improve on parental attachment towards positive value formation in adolescents?
4. What can be done to improve on positive personal values in adolescents?

Thank you for your time and May God bless you.

Section B: Measurement of Research Question Two APPENDIX A

Questionnaire for Teachers and Students

Dear respondent,

This questionnaire is part of the study being carried out in secondary schools in Wakiso district. The study is about parental attachment and personal values in adolescents. It’s for academic purposes only, and is confidential. Feel free when giving your opinion about the topic.

The following pages contain statements that describe family relationships and the kinds of feelings and experiences frequently reported by young adults. Please respond to each item by filling the number on a scale of 1 to 5 that best describes your parents, your relationship with your parents, and your experiences and feelings. Please provide a single rating to describe your parents and your relationship with them. If only one parent is leaving, or if your parents are divorced, respond with reference to your living parent or the parent with whom you feel closer.

Question one: What are the various forms of parental attachment used by parents of adolescents?

Table 3; Scores for Questionnaire

Table 4; Questionnaire

The aim of this questionnaire is to create a short list of your personal values,

Do these values make you achieve your sense of enjoyment, happiness and wellbeing?

Table 5; Questionnaire

These questionnaires were retrieved from, http://www2.bc.edu/~kennym/PAQ.html

Section D

3. What can be done to improve on parental attachment?
4. What can be done to improve on positive personal values in adolescents?

APPENDIX B

Interview guide for head teachers and parents (PTA members)

1. What are the common forms of parental attachment that you use towards adolescents in this school?
2. What are the common personal values exhibited in adolescents in this school?
3. What can be done to improve on parental attachment towards positive value formation in adolescents?
4. What can be done to improve on positive personal values in adolescents?

Thank you for your time and May God bless you.

Areas of Further Research

The following areas are suggested for further research:

APPENDIX C

Table 6; Krejcie and Morgan Method of Sample Selection

Source: Krejcie and Morgan (1970)     Note.-N – is population size,   S- is sample.

Letter of introduction