Introduction

Stress is a subjective term that has no one definition to it. According to Montoya (2011,
para. 1), stress is your bodys way of responding to any kind of demand. It is also assumed that
stress occurs in situations when external demands exceed peoples coping resources (Amato,
2005, para 6). In recent years, there has been an uprising trend in the number of children and
adolescent suffering from stress. While there are many causes for stress in children and
adolescent, one of the stressors affecting some children these days is single-parent family.
Single-parent family is an ongoing issue these days. It can be the product of death of a
parent, unwed pregnancy and mostly divorce. Statistics have shown that the total number of
divorces and annulments in Singapore rose from 4,888 in 1997 to 7,525 in 2013 (Department of
Statistics Singapore, 2013; Ministry of Social and Family Development, 2009). The after effects
of divorce include remarriages, leading to reconstituted families or single-parent households,
both of which are on the rise...single-parent households, which a typically headed by a woman,
now become both the sole breadwinner and caregiver (National Volunteer & Philanthropy
Centre, 2013, p.11). With single-parent family on the rise, there is a need to enhance the wellbeing of children in Singapore.
In order to provide better support and service to enhance their development and wellbeing, it is crucial to understand the relationship between the family structure and childrens
level of stress. According to Bronfenbrenners Ecological Model, the family structure is in the
Microsystem, which has an immediately impact on the individual (Bronfenbrenner, 1994). As
such, understanding how these family structure impact individuals would allow educators to
provide better strategies to build childrens ability to cope with this stress. Therefore, the

research aims to find out whether the structure of the family has an impact in the level of stress
children may face.

Research Questions
1. What are the types of stress children in a single-parent family face?
2. What are the strategies that could be implemented to help these children deal with those
challenges?

Literature Review
Stress
Stress is a physiological response that is caused by the lack of ability to cope with
pressure and this pressure comes in different shapes and forms (Stress Management Society,
n.d., para. 2). Stress can be categorized into two different groups - positive stress and negative
stress. Positive stress would serve as a source of motivation to push one to reach another level of
greatness (Ginsburg & Jablow, 2015). However, excessive stress may lead to negative stress,
which one may exhibits negative behaviors in order to regulate the emotions that was attached
with it (Ginsburg & Jablow, 2015). Therefore, it is crucial to understand the factors that may
cause children to develop negative stress, which in turn affect their individual well-being.

Factors that contribute stress in young children

According to research done by Schneiderman, Ironson and Siegel (2005), they identified
several factors that contribute to childrens level of stress. Some examples mentioned were
exposure to violence abuse (sexual, physical, emotional, or neglect), and divorce/marital
conflict (Cicchetti, as cited in Schneiderman, Ironson & Siegel, 2005, para. 8). There are also
other factors that contribute to childrens level of stress, such as academic stress and parents
expectations (Ministry of Social and Family Development, n.d.). However, one of the most
common traits among these factors that is relevant in the current context is divorce and marital
conflicts, which often lead to single-parenting. As such, this research would focus on the how
growing up in a single-parent family would affect childrens level of stress.

Single-parent family
Single-parent family has been on the rise. Single-parent family refers to the family
structure whereby either the mother or the father is the primary caregiver of the child. According
to the Legal Momentum (2014), around 28% of children in the United States of America are
living in a single-parent family in 2013. This is a duly high percentage considering that it did not
include children who did not participate in the studies. There are many causes that contribute to
children living in a single-parent family. Some contributing factors are divorce, separation, and
death of a parent, unwed status and teenage pregnancy. While there are no retrievable statistics
on single parent family in Singapore, it is found that there are 519 single parent births registered
without the fathers name in 2011 (Ministry of Social and Family Development, 2012). While
children in those cases are born into a single parent family, many others face changes in family
structure at later parts of their life causing them to be raised in a single parent family. Like what
was stated earlier, possible reasons could be divorce, separation and death of a parent. According
to the Department of Statistics Singapore (2013), there are a total of 7,525 cases of marital
dissolutions in 2013. This is an increase compared to the past years. With the prevailing rates in
Single Parent Family, children of the families generally become victims.

Impact Single Parent Family has on Young Children

According to Amato; Cooksey et al.; Parcel et al. (as cited in Lleras, 2008 p. 1270), A
large body of research has examined how family circumstances, economic resources, and
parental characteristics directly affect various cognitive and behavioral outcomes in children. As
such, it is crucial to understand how the family structure impacts the different domains of every
individual. As stated by Maslows hierarchy of needs, he identified four levels of needs that

every individual would go through before reaching the highest level of motivation of selfactualization (Kuar, 2013). The four different levels are - physiological needs, safety needs, and
social needs and esteem needs (Kuar, 2013). And in the following paragraphs, we will identify
how single parent families are hindering or unable to meet these needs of these individuals.

i.

Physiological needs
Physiological needs are the basic needs that every individual would need in order to

survive, which are food, air, water, food rest and activities (Gronzalez, 2009). These needs
should be met in order to ensure the well-being of children. However, according to a research
done by Uchenna (2013), he identified that there is a difference between the physiological needs
between children from intact family structure and single-parent family.
Gladow and Ray (1984), analyzed the reasons that contribute to this significant difference
through an interview. From the interview, handling family finances is ranked top in the 20
potential problems that single-parent family would face (Gladow & Ray, 1984). This is because
the changes in family structure cause the family income to reduce from two to one. There are
also inadequate public assistance and childcare subsidies and lack of enforced child support
from nonresidential father or mother (Kirby, n.d., para. 5). Hence, single parent is required to
make a decision between the cost of the childcare or the quality of childcare (Kirby, n.d.). Often,
single parent could only forfeit the quality of childcare in order to survive with the low income
that they receive on monthly basis.
As a result, it is a question whether single parents have the ability to provide good and
sufficient care to meet these basic needs of the individuals (Lleras, 2008). This is a crucial issue
as children would often feel insecure, doubtful, unloved, and fearful when their minimal basic

needs are lacking. Consequently, this often contributes to childrens level of stress. When this
factor is not dealt with properly, the child may resulted in negative behavior or methods of
regulate the stress that they are facing.

ii.

Safety Needs
Safety needs include security and protection from physical and emotional harm (Adiele

& Abraham, 2013, p. 142). While children desire to have the freedom to be away from danger
and harms, it is the responsibility of the parents, to protect them from any danger and harms.
However, what if it is the parents divorce, separation or death that denies children safety needs
to be met?
According to Ministry of Social and Family Development (2005, p. 5), A crisis such as
divorce or death may lead to feeling of loss and emotional distress. Some children may not know
how to cope with such feelings and express them in the wrong way. Children who are prepared
by their parents about this change may not be trapped in this situation. Yet, children who are
unprepared for this changes may be confused and distressed. The family that is supposed to be
protecting and walking this journey together with them, is now broken. As a result of this
unprepared change, some children may seek negative methods to cope with this stress and
confused emotions. Some examples of children coping stress in a negative way are, blaming
themselves, violence, isolation, which eventually leads to more complicated conditions such as
depression or anger management issues (Melanie & Skinner, 2008).
In addition, single-parent often face difficulties managing the child and providing for the
family at the same time. In comparison with parents in an intact family, single-parent are less
emotionally supportive of their children, have fewer rules...are more inconsistent in dispensing

discipline, provide less supervision, and engage in more conflict with their children (Amato,
2005, para 3). As such, the child would have increase tendency to inflict harm on self and others
to cope with the stress. Consequently, it may cause negative outcomes such as emotional
problems in the child.
As a result, what can be done to ensure that these damages are not done upon children
when family goes through a change in the family structure? It is crucial for children to feel safe,
secure and away from these emotional harms, in order to ensure the well-being and holistic
development of these individuals.

iii.

Social Needs
Social needs means the needs to feel love and belonged in a social setting (Gronzalez,

2009). In other words, the importance to have acceptance and positive relationship with their
peers (Gronzalez, 2009). As mentioned by Krider (2002, as cited in Atindanbila & Winifred,
2012), Children from the single-parent family displayed lower social skills and peer
functioning. However, what are the causes that lower their social skills and peer functioning?
According to Mbae (2013, p.1, as cited in National Research Council), childrens development
of social skills is affected by the nature of their family and early educational experiences.
As mentioned by Popeneo (1998), many children from single-parent family often have a
weaker attachment with their parent. This may be caused by the increase time in work in order to
support the family. Furthermore, to ensure that the single-parent are available to work, children
are often placed under a guardians care (Popeneo, 1998). The guardian would often solely
provide the child with the basic needs, such as food and rest, instead of quality care, which
includes social interactions. These two reasons hinder the child to develop socially, as they do

not provide enough opportunities for social interactions. On the other hand, most children with
intact family engages regularly in activities together, has many of its own routines, traditions
and stories, and provides a great deal of contact between adults and children (Popeneo, 1998,
para. 24). Hence, children with intact family achieve higher competency in the area of social
skills, as more opportunities were provided for them to interact with people.
Another reason why children from single-parent family may have lower social
competence is the tendency of being bullied. According to a research done by Nordhagen,
Stigum and Kohler (2005), children in single-parent families had 1.4 times the risk compared
with children in two-parent families. Bullies often target children whom appear easy to hurt. As a
result children of single-parent who often lack in social confidence appears to be easy target for
bullies.
Thus, the family structure and the experiences that children from single-parent family
become a hindrance for them to develop meaningful and positive relationship with others.
Without these meaningful and positive relationship and interactions, the child may difficulties
relating themselves with other situations, which may obstruct empathy to develop.

iv.

Esteem Needs
Esteem needs refers to the need to be appreciated and respected, which can be obtained

through positive self-esteem and recognition from others (Gronzalez, 2009). However, according
to Atindanbila and Winifred (2012, p. 14), children from single-parent family background are
more highly to have depression, anxiety and low self-esteem. According to a research done by
Amato and Keith (1991, as cited in Atindanbila & Winifred, 2012), children from single-parent
families have more behavior problems, more negative self-concepts and more problem with

their peers. This is mostly observed in children whose parents are divorced or separated
(Atindanbila & Winifred, 2012). Mruk 1995 (as cited in Atindanbila & Winifred, 2012, p. 13)
also found that children with parents who are absent frequently or for long periods of time
display lower levels of self-esteem. Children often view this parental absence as a sort of
rejection and in turn question their worth (Krider 2002, as cited in Atindanbila & Winifred,
2012, p. 13). As such, children whose parents are divorced or separated, often blame themselves
for the change in the family structure (Amoto, 1994). In addition, children from single-parent
family may also compare themselves with their classmates, which may leads them feeling
unworthy or lousy.
All these examples could cause emotional stress with the constant negative self-concepts
and low self-esteem, when children are not taught how to deal and cope with it. As a result, in
order for children from the single-parent family to meet the esteem needs, they must be prepared
and trained to deal with that emotional stress.

Implication to Singapore Context

There are organizations and supports for single-parent family to go to in Singapore. They
include family service centres, support groups, resources and helplines. However, given the
listed supports, single-parent families may still find difficulties receiving help as the supports
listed cater to a wide group of people and not specifically target on single-parent family. As a
result, the needs of single-parent family may not be fully understood and met. Given the rise in
numbers of broken family, it is important for Singapore to provide more support and help for
single-parent families.

In addition, it is difficult for children from single-parent family to receive help in

Singapore. This is because families in Singapore are generally more conservative and reserved.
This means that they would not share their troubles or disclose information with someone they
feel are outsiders, such as organizations or schools. Also, many parents may not feel that their
children are facing stress in the single-parent family.

Strategies
From the various readings to understand the stress that children from single-parent family
face, it is crucial to provide the necessary support to help these children overcome these stress.
According to Ginsburg and Jablow (2015), one of the most important way to help children
overcome stress is to develop resilience. Resilience can be build from the 7 crucial Cs Competence, Confidence, Connection, Character, Contribution, Coping and Control.
i.

Competence
Competence refers to the ability to handle situation effectively (Ginsburg & Jablow,

2015, p. 24). One of the challenges that children from single-parent family face is their social
competence. Hence, educators could provide more group opportunities for children from singleparent family to interact with their peers. By providing such opportunities, it increases their
social competence.
ii.

Confidence
Confidence refers to the solid belief in ones own abilities. (Ginsburg & Jablow, 2015,

p. 25). Children from single-parent family often have lower self-esteem compared to children
from intact families. Hence, it is crucial to provide methods to increase their self-esteem and
confidence level. Educators could reassure that the change or difference in their family structure

is not their fault (Lesley, 2001, para. 15). In addition, educators could redirect childrens focus
to their strength. As educators help the children identify their strengths, they will see themselves
in a positive light, which boost their confidence and self-esteem.
iii.

Connection
Connection refers to the close ties to family, friends, school and community (Ginsburg

& Jablow, 2015, p. 26). This is an important component for children from single-parent family as
they might have misconceptions about forming relationships since they come from a broken
family. Connection is about helping children to develop meaningful relationships, which
supports them emotionally. As a result, educators could provide buddy systems for these children
to ensure that they have the emotional support that they require. This would also help children
from single-parent family increase their interaction opportunities and their social competence.
iv.

Character
Character refers to having fundamental sense of right and wrong...to make wise choices,

contribute to the world, and become stable adults (Ginsburg & Jablow, 2015, p. 26). This offers
children to reflect upon themselves and make wise decisions. It is important to help children
from single-parent family develop character so that they will choose the right path for themselves
and not delve in delinquent behaviors. One way to help single parent family to develop character
is through parental workshop. Through the parental workshop, the parents will gain
understanding on the impact they have upon these children. Hence, it would encourage parents to
be their role model, which help children develop self-worth.
v.

Contribution
Contribution enables children to gain a sense of purpose that can motivate them. It is

important to help children from single-parent family understand that they can contribute despite

of their differences in family structure. Educators could provide equal opportunity for children
from both single-parent family and intact family to contribute in class. Educators could also
provide leadership roles for them so as to increase their contributions in the classroom
environment, which also boost their confidence level as a result.
vi.

Coping
Coping refers to the ability to deal with the various stressors that they face (Ginsburg &

Jablow, 2015). Children from single-parent family face different types of stressor in their life due
to the change in their family structure. As such, it is crucial that practical strategies are taught to
these children to help them overcome those challenges. Educators could use social stories to help
children identify the different types of challenges that they would face. In the social stories,
educators could also provide practical ways children can use to overcome those stress.
For instance, the social stories could be on the topic of anger where children are angry
with their parents for the change in the family structure. The strategy the social story could
provide is, take a walk in the park or talk to my friends or teachers.
vii.

Control
Control refers to the ability to determine or control the outcome based on their decision

and actions (Ginsburg & Jablow, 2015). It is essential for children from single-parent family to
understand that their family structure is not the only element that define who they. Educators
need to educate them that they are capable to control what they want to become. At this point,
educators can use social stories to help children identify that they have the ability to control who
they want to become.

Other strategies
Besides the strategies mentioned above, it is also crucial that parents should have open
communication with their child when there is a change in the family structure. By doing so, it
prepares the child physically and emotionally, which reduces higher stress in children.

Limitation
While there are many researches done on single-parent family, many focused on divorce,
which is one of the factor that leads to single-parent family. However, there are many other
causes, such as teenage pregnancy and death of a parent that are not widely research. Hence, in
order to better identify the types of stress children from Single Parent Family face, more research
that target the various causes would ensure accuracy of the results.
In addition, most of the researches found and used in this essay are written based on the
context of other countries, such as United States of America. As such, the context may not be
fully relevant to Singapore context due to the culture difference. Therefore, more researches are
required to be done in the context of Singapore, to identify the needs and stress that children
from Single Parent Family face. This would help educators to better identify the needs and
provide the necessary support for these children.

Conclusion
In this paper, we discussed on single-parent family and its impacts on the children in
relation to Maslows hierarchy of needs. Because the needs of these children from single-parent
family are not fully met, there are many complications that follow. As compared to children from
intact families, children from single-parent family background tend to display lower competence

in academics and exhibit more behavioral problems (The Heritage Foundation, n.d.). They may
be the effects of the lack of care and discipline from parents as well as the tight finance at home.
All these eventually boil down to the emotional stress children face. Hence, this shows that the
family structure plays a huge role on the childrens development and well-being.
With that, it is important to help these children cope with the stress they might face by
building resilience. We can do that by developing childrens competence, confidence,
connection, character, contribution, coping and control. Such strategies allow children to
effectively manage the stress they face and improve their overall well-being.
Thereupon, we are surprised by the impact of single-parent on children and even more
disturbed by the uprising statistic of children living in the single-parent family. These finding
encouraged us, who are the future educators of the next generation, to be more aware of these
children under our care. In addition, we acknowledge the importance of the role of the teacher, to
provide the support that these individuals need to develop resilience.
In conclusion, with the prevalence of divorce and separation of parents, single-parent
family is an ongoing issue that has affected many children and is going to affect more. While
there is nothing we can do regarding the changes in family structure, what educators can do is to
provide children with the necessary support they need for them to grow like any ordinary child.

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