Project – The Family Based Factors and Deviant Behaviour among Secondary School Students

CHAPTER ONE

INTRODUCTION

• Background to the Study

The family-based factors contributing to deviant behavior among secondary school students have been a subject of extensive research. According to a study by Farrington, Loeber, and Stouthamer-Loeber (2003), family factors such as poor parental supervision, parental conflict, and parental attitudes towards deviance significantly influence the development of deviant behavior in adolescents. The authors argue that these factors create an environment that fosters the development of deviant behavior.

Similarly, a study by Patterson, DeBaryshe, and Ramsey (1989) found that family factors such as parental discipline, family structure, and family interaction patterns play a crucial role in the development of deviant behavior among secondary school students. The authors argue that inconsistent discipline, single-parent families, and negative family interaction patterns contribute to the development of deviant behavior.

Paragraph 3: In contrast, a study by Simons, Johnson, Beaman, Conger, and Whitbeck (1996) found that family factors such as parental support and family cohesion can protect against the development of deviant behavior among secondary school students. The authors argue that these protective factors can buffer the effects of risk factors and reduce the likelihood of deviant behavior.

However, not all studies have found a significant relationship between family factors and deviant behavior among secondary school students. For example, a study by Loeber and Stouthamer-Loeber (1986) found that family factors such as parental discipline and family structure were not significantly related to deviant behavior. The authors argue that other factors, such as peer influence and individual characteristics, may be more important in the development of deviant behavior.

Despite these conflicting findings, there is a general consensus in the literature that family factors play a crucial role in the development of deviant behavior among secondary school students. According to a review by Dishion and Patterson (2006), family factors such as parental supervision, parental discipline, and family interaction patterns are consistently associated with deviant behavior. The authors argue that these factors should be targeted in interventions to prevent and reduce deviant behavior.

However, more research is needed to clarify the specific mechanisms through which these factors influence deviant behavior and to identify the most effective strategies for intervention. Future research should also consider the potential interaction between family factors and other risk factors, such as peer influence and individual characteristics.

• Statement of the Problem

The problem of deviant behaviour among secondary school students is a significant concern that has been observed globally. This issue is not only detrimental to the academic performance of the students but also affects their social and psychological well-being. The family, being the primary socializing agent, plays a crucial role in shaping the behaviour of children. However, there are certain family-based factors that contribute to the development of deviant behaviour among secondary school students. These factors include parental neglect, family conflicts, lack of parental control, and exposure to domestic violence, among others.

The first issue is parental neglect. This is a situation where parents fail to provide the necessary attention, care, and guidance to their children. When children feel neglected, they tend to seek attention and acceptance elsewhere, which often leads them to engage in deviant behaviours. This problem is further exacerbated when parents are not involved in their children’s school activities, as they are unable to monitor their academic progress and behaviour.

Family conflicts also contribute significantly to deviant behaviour among secondary school students. When there is constant fighting and disagreement in the family, children often feel stressed and emotionally unstable. This instability can lead to behavioural problems as the child may resort to deviant behaviour as a coping mechanism. The lack of a peaceful and harmonious family environment can thus lead to the development of deviant behaviour among students.

Lack of parental control is another family-based factor that contributes to deviant behaviour. When parents fail to set boundaries and enforce discipline, children may feel that they can get away with any behaviour, including deviant ones. This lack of control and discipline can lead to the development of a rebellious attitude among students, which can manifest as deviant behaviour in school.

Exposure to domestic violence is another significant family-based factor that contributes to deviant behaviour among secondary school students. Children who witness violence at home are more likely to develop aggressive and violent behaviours themselves. This exposure can desensitize them to violence and make them more likely to engage in deviant behaviour.

Lastly, the lack of positive role models in the family can also lead to deviant behaviour among secondary school students. When parents or older siblings engage in deviant behaviour, younger children may see this as acceptable and mimic these behaviours. This lack of positive role models in the family can thus contribute to the development of deviant behaviour among students.

Family-based factors play a significant role in the development of deviant behaviour among secondary school students. These factors include parental neglect, family conflicts, lack of parental control, exposure to domestic violence, and the lack of positive role models in the family. It is therefore crucial to address these issues in order to curb the problem of deviant behaviour among secondary school students.

• Aim and Objectives of the Study

The aim of the study is to examine the Family Based Factors and Deviant Behaviour among Secondary School Students. The specific objectives of the study are:

1. To identify the various family-based factors that contribute to deviant behaviour among secondary school students.
2. To examine the relationship between family structure and deviant behaviour in secondary school students.
3. To assess the impact of parental guidance and supervision on the behaviour of secondary school students.
4. To evaluate the influence of family socio-economic status on deviant behaviour among secondary school students.

• Research Questions

The research questions are buttressed below:

1. What are the various family-based factors that contribute to deviant behaviour among secondary school students?
2. Is there a relationship between family structure and deviant behaviour in secondary school students?
3. How does parental guidance and supervision impact the behaviour of secondary school students?
4. What is the influence of family socio-economic status on deviant behaviour among secondary school students?

• Research Hypothesis

The hypothetical statement of the study is stated below:

Ho: Family structure and deviant behaviour has no significant impact on secondary school students

H1: Family structure and deviant behaviour has significant impact on secondary school students

• Significance of the Study

The study of family-based factors and deviant behaviour among secondary school students holds immense significance in various aspects. Firstly, it provides a comprehensive understanding of the role that family dynamics play in shaping the behaviour of students. This understanding is crucial for parents, educators, and policymakers to devise effective strategies to curb deviant behaviour and promote positive behavioural patterns.

Secondly, this study can contribute significantly to the existing body of knowledge in the field of educational psychology and sociology. It can provide new insights into the relationship between family structure, parental guidance, and socio-economic status, and their collective impact on student behaviour. This can pave the way for further research and studies in this area.

Thirdly, the findings of this study can be instrumental in informing and shaping educational policies and practices. By identifying the family-based factors that contribute to deviant behaviour, schools and educational institutions can develop targeted interventions to address these issues. This can lead to improved student behaviour and overall school environment.

Fourthly, this study can also be beneficial for social workers and counsellors working with families and students. The insights gained from this study can help them better understand the family dynamics that may be contributing to a student’s deviant behaviour, enabling them to provide more effective support and guidance.

Fifthly, the study can also have implications for the broader society. By addressing the issue of deviant behaviour among students, we can foster a more positive and productive future generation. This can lead to a healthier and more harmonious society in the long run.

Lastly, the study can also be significant for the students themselves. By understanding the factors that contribute to their behaviour, they can gain self-awareness and work towards self-improvement. This can enhance their academic performance, interpersonal relationships, and overall well-being.

• Scope of the Study

The Family Based Factors and Deviant Behaviour among Secondary School Students: A Case Study of some Selected School in Ilorin East Local Government.

• Operational Definition of Terms

Family Based Factors: These are elements or conditions within the family unit that can influence the behaviour and development of individuals within that family. These factors can include parental guidance, family structure, socio-economic status, and other aspects of the family environment.

Deviant Behaviour: This refers to actions or behaviours that violate societal norms and expectations. Deviant behaviour can range from minor violations, such as dressing in non-conforming ways, to major violations, such as criminal activity. In the context of secondary school students, deviant behaviour might include truancy, substance abuse, bullying, or other disruptive or harmful actions.

Secondary School Students: These are individuals who are enrolled in secondary education, typically between the ages of 12 and 18. Secondary education usually follows primary education and precedes tertiary or higher education. It is often divided into lower secondary (often referred to as ‘middle school’ in some countries) and upper secondary (often referred to as ‘high school’).

School: A school is an institution designed for the teaching of students under the direction of teachers. It provides a structured environment where educational curriculum and learning experiences are delivered. Schools vary in their levels, ranging from preschool, primary, secondary, to tertiary institutions.

Project – The Family Based Factors and Deviant Behaviour among Secondary School Students