CHAPTER II Presentation, Analysis and Interpretation of Data

This chapter deals with the presentation, analysis and interpretation of data. The data gathered were statistically treated and analyzed to provide answers on the questions of the study.

I. Profile of Respondents Table1.1 below shows the profile of the respondents in terms of age.

The Profile of the Respondents Age 20-24 25-29 30-34 T Total (f) 2 4 2 8 Percentage 25 50 25 100% Rank 2.5 1 2.5

As shown in Table 1.1 around 4 or 50 % of teacher respondents fall on the age bracket between 25-29 years old, 25 % or 2 respondents whose ages are between 20-24 years old and another 2 or 25 % are within 30-34 years old. These teachers in the Early childhood classes are young. Based on the foregoing, it can be implied that most of the early childhood teachers are young and so they do not have enough expertise in managing the misbehavior of the children.

Table1.2 below shows the profile of the respondents in terms of gender.

Gender Male Female Total

Gender of the Respondents (f) Percentage 0 0 8 100 8 100%

Rank 1

As shown in Table 1.2 all of the teacher respondents are female with the percentage of 100. These female teachers outnumbered the male respondents. Based on the above table, it can be implied that most of the early childhood teachers are female and since they are also young they cannot totally handle the misbehavior of the children..

Table1.3 below shows the profile of the respondents in terms of specialization.

Profile of the respondents in terms of number of years in service Specialization Early Childhood Education General Education Special Education Total (f) 4 4 0 8 Percentage 50 50 0 100% Rank
1.5 1.5

As shown in Table 1.4 around 4 or 50 % of teacher respondents belong to early childhood education and 50 % or 4 respondents belong to general education. These teachers in the Early childhood classes have different ways on how to manage childrens misbehavior.

Table1.4 below shows the profile of the respondents in terms of number of years in service

Profile of the respondents in terms of number of years in service Number of years in (f) Percentage Rank service 2 1-2 years 3 37.5 1 3-4 years 5 62.5 5-6 years 0 0 7-8 years 0 0 8-9 years 0 0 Total 8 100% As shown in Table 1.4 around 5 or 62.5 % of the teacher respondents fall on the 3-4 years and 37.5 % or 3 respondents belong to 1-2 years in service. These teachers of early childhood are just novice in their job. It can be said that the length of service in teaching can influence the way a teacher handles the pupils and so as in providing quality education of those children.

II.

Degree of Problem encountered by Early Childhood Teachers and Extent

Table 2.1 below points on the problems encountered by the respondents under behavioral aspect of the pupils.

Degree of Problems encountered and felt in terms of Behavioral Aspect Indicator Not a Sometimes Always wx problem a problem a 1 2 problem 3 1. I encountered children who 0 3 5 2.63 always moved around. 2. I encountered children who 0 make foolishness in the middle of the discussion. 3. I encountered children who 4 fight over possessions. 4. I encountered children who 1 take things that do not belong to her/him. 5. I encountered children who 0 are very talkative. Over-all WX 5 3 2.37 Verbal Interpretation

Always problem Always problem

1.5

Not problem

1.87

Sometimes a problem

2.5 2.17

Sometimes a problem Sometimes a problem

Legend:
2.34-3 Always a problem

1.67-2.33 Sometimes a problem 1-1.6 6 Not a problem

As can be seen in Table 2.1 the items number 1 and 2 were rated as always with the weighted mean of 2.63 and the later 2.37. Meanwhile, the items number 4 and 5 got the weighted mean of 1.87 and 2.5 were rated as sometimes a problem .The item number 3 got only the weighted mean of 1.5 with the rate of not a problem. It can be said that these teachers encountered behavioral problems of children from time to time.

Based on the data given, teachers were really find those behavioral problems as a heavy burden on their part and so it calls for an appropriate behavior management strategies to reduce the impact of the said problem. The data found in this table are related to the literature in which Campbell (2010) stated that behavioral problems among preschoolers involve disruptive behavior or both physical and verbal aggression, and short attention span. He said that it is common for preschool children to exhibit behavioral problems, as the result of increased interaction with others and not knowing how to communicate their needs effectively. Children under the age of three are still learning the basic concept of sharing. Children do not share their toys at home in an only-child situation, thereby making sharing in preschool a foreign concept to them.

Table 2.2 below points on the problems encountered by the respondents under emotional aspect of the pupils.

Degree of Problems encountered and felt in terms of Emotional Aspect Indicators Not a Sometimes problem a problem 1 2 3 Always a wx problem 3 0 Verbal Interpretation

1. I encountered children who 5 easily get upset. 2. I encountered children who 4 used to have temper tantrums. 3. I encountered children who 3 lack emotional skills. 4. I encountered children who do 0 not follow instructions 6 5. I encountered children who do not show feelings. Over-all wx Legend:
2.34-3 Always a problem

1.37 Not problem 1.5 Not problem 1.62 Not problem 2.12 Sometimes problem 1.25 Not problem 1.57 Not problem

4 5 7 2

0 0 1 0

a a a a

1.67-2.33 Sometimes a problem 1-1.66 Not a problem

As shown in Table 2.2, most of the teacher-respondents gave the rate of not a problem to the items number 1,2 3 and 5. The item number 4 got the weighted mean of 2.12 and was rated as sometimes a problem. These teachers in early childhood education do not find it difficult to manage the emotional problems of children. Based on the data given, it can be implied that teachers were not totally affected by the emotional problems of early childhood children and so it do not brought stress to them.

The information shown in this table is opposite to what is stated in the related literature because it has been said that preschool is a time when young children are first separated from their parents. Children would either display rebellious or disrespectful behavior during a time when they are stresses, scared, worried or otherwise not happy. From this information, it is impossible that these teachers of early childhood children do not encountered these issues or problems in their day to day classes. Since young children are still working out ways to express their needs and feelings, they let their teacher what is bothering them.

Table 2.3 below points on the problems encountered by the respondents under social aspect of the pupils. Degree of Problems encountered and felt in terms of Social Aspect

Indicators

Not a problem 1

Sometimes a problem 2 6

Always a problem 3 1

wx

Verbal Interpretation

1. I encountered children who are uncooperative during group activity. 2. I encountered children who lack social skills (taking turns and sharing). 3. I encountered children fighting and hiting other children. 4.I encountered children who act antisocial behaviour (biting, kicking, pinching, punching and hair-pulling). 5.I encountered children cannot express their thoughts due to fear or feeling uneasy. Over-all wx

Sometimes a problem Sometimes a problem Sometimes a problem Not a problem

0 2

8 6

0 0

2 1.75

1.37

1.5

Not a problem Sometimes a problem

1.94

Legend:
2.34-3 Always a problem

1.67-2.33 Sometimes a problem 1-1.6 6 Not a problem

As shown in Table 2.3, the first two items got the weighted mean of 2 and around 1.75 weighted mean for the item number 3 , were all rated as sometimes a problem. Teachers rated items number 4 and 5 as not a problem whose weighted mean were around 1.37 and 1.5. These social problems of children were rarely encountered by the teachers and so it does not bring them stress. Based on the data given, it can be implied that teachers did not find the social misbehavior of the children as a burden to their part and in fact they have better ways to resolve these issues immediately. This data can be connected to the related literature, that some children may act antisocial behaviour including violent acts such as biting, kicking, pinching, punching or hair-pulling. The teacher also encountered children who are awkward to communicate with teachers or adults. (http:/www.livestrong.com/article/78016-challlenging-early-childhood behavior/#ixzzIUQIRaaF1). Hitting is often a direct communication of frustration when a child is not getting his way. Young children often hit because they cannot speak the words to communicate their irritation. Biting is a developmental teething issue and not behavioral. However, like hitting, it is an easy way for children who do not have verbal skills to express anger or frustration
(http://www.ehow.com/facts_5754426_behavioral-problems-preschool-children.html/1/28/2012).

Campbell (2010) stated that social problems include aggressive behaviour between children like hitting or fighting over toys. Children are also faced with rejection from peers. They

lack the social skills (taking turns, sharing toys) and lack of self-expression (lack the vocabulary to tell other what they are thinking) .

III.

Behavior Management Strategies used by the Respondents

Table 3.1 below shows the behavior management strategies under behavioral aspect of the pupils.

Behavior Management Strategies in terms of Behavioral Aspect

Indicators 1. I used to threaten to punish the child. 2. I used to reprimand loudly in class. 3. I used to remove access to toys and attention. 4. I used to give them consequences (apologizing to the child). 5. I threat them to take away snack or recess. Over-all wx Legend:
2.34-3 Always Never

Never Sometimes Always wx 1 2 3 1 6 1 2 0 5 5 2 8 3 3 5 0 0 0 1 2 2.62 2.62 2.13 2.27

Verbal Interpretation Sometimes Sometimes Always Always Sometimes Sometimes

1.67-2.33 Sometimes 1-1.66

As shown in Table 3.1, items number 1, 2 and 5 got the weighted mean of 2 whose rate were sometimes. The items number 3 and 4 got the weighted mean of 2.62 and were rated as always. These teachers always used mild punishment (removing access to toys and attention,

giving consequences) when the child fights over possessions and takes things that do not belong to him.

The researchers relate this information to what Campbell (2010) stated about behavioural problems among preschoolers which involve disruptive behaviour or both physical and verbal aggression (taunting), short attention span, stealing, and property destructions. Taking things or toys is also considered as behavioral problems of children. Children under the age of three are still learning the basic concept of sharing. Children do not share their toys at home in an onlychild situation, thereby making sharing in preschool a foreign concept to them.

These problems can be coped by means of mild punishment; it is related to disciplining bad behavior. When teachers are giving a punishment, it should be consistent and clearly laid out in class rules. Teachers should inform the children what punishments the class has and follow through with the punishments when children misbehave. Punishment includes scold (scold from teacher), no verbal praise ( no praises such as very good), remove access to toys and attention from the teacher giving consequences( apologizing), first and second warnings, but if the misbehaviour continues, time out will be employed. Time out is a sort of punishment where one let the child stand for few minutes or removing the child from the setting until he demonstrates appropriate behavior. This can be done by having the child sit on a particular chair after the misbehavior. In order for this strategy to be effective, it must be used consistently and repeated as often as needed, but not excessively. Time-outs require teachers to be very patient and it is not uncommon for children to increase the negative behavior when a time-out is first implemented as children are testing to see if teachers will follow through with what they

say(http://www.ehow.com/info_7892481_behavior-management-strategies-earlychildhood.html#ixzz1kjdEAs8C)(1/28/2012).

Table 3.2 below shows the behavior management strategies under behavioral aspect of the pupils.

Behavior Management Strategies in terms of Emotional Aspect Indicators Never Sometimes Always wx Verbal 1 2 3 Interpretation 1. I used to give physical 5 intervention (tapping the shoulder of the learner). 2. I used to let them practice the 4 habit of using words rather than biting to show their emotions. 3. I used to teach them about 3 emotions. 4. I used to direct them to follow 0 instructions. 5. I used to ask questions (call the 6 child to feel that he is part of the class). Over-all wx Legend:
2.34-3 Always 1.67-2.33 Sometimes 1-1.6 6 Never

1.37

Never

1.5

Never

1.62

Never

7 2

2.12 1.25

Sometimes Never

1.57

Never

As shown in Table 3.2, the items number 1,2,3 and 5 were rated as never used as a behavior management strategy. The teacher respondents rated the item number4 as sometimes whose weighted mean is 2.12. It can be said that these behavior strategies under emotional were never been practice by these teachers, its because they did not consider the emotional misbehavior of children as a problem. These responses of the teacher were opposite to the what Dunn (2006) stated about emotional problems of children. According to him, emotional problems of children can be managed

by means of positive reinforcement, a strategy in which teachers used in order to behave children appropriately and continued good behavior. They should be given rewards for good behaviors, such as stickers, consumables ( ice cream, ice candy).

Table 3.3 below shows the behavior management strategies under behavioral aspect of the pupils.

Behavior Management Strategies in terms of Social Aspect

Indicators

Never Sometimes Always wx 1 2 3 3 5 0

Verbal Interpretation

2.37 Always

1. I used to give happy face, stars or other symbolic rewards. 2. I used to give simple instructions 6 (please share your toys...) 3. I used to threaten them to send to 0 other classroom. 4. I used to call the childs name and 3 give a short verbal instruction to stop behavior. 5. I used to expose the children through 5 plays, programs and entertainments. Over-all wx Legend:
2.34-3 Always 1.67-2.33 Sometimes 1-1.6 Never

2.75 Always 1.75 Sometimes 2.37 Always 2.62 Always 2.37 Always

6 5

2 0

As shown in Table 3.3, the items number 1, 2 , 4 and 5 were rated as always used as behavior management strategies by the teachers. The item number 3 was rated as sometimes and

with the weighted mean of 1.75. These teachers always employed modeling and time-out as behavior management strategy when it comes to social problems like uncooperative during group activity, lacking social skills, acting anti-social behavior and feeling of uneasy. It can be implied that these teachers really know how to handle or work towards childrens social behaviors and so they were able to control the childrens behavior. The researchers relate this information to the study done by Cote, et. al., (2002), there are some cases in which children need help in developing pro-social behaviors, like helping, sharing and showing concern for others. Preschoolers like peers who show positive effect, helpfulness, and spontaneous sharing. They also like peers who respond appropriately to conversation. If a child is the victim of a bully, they need to be assisted in developing their social behaviour. In addition, they need to be coach on how to stand up for themselves and encourage assertive behavior. Teachers must teach them to face their bully with helpful verbal formulas Campbell (2010) stated that social problems include aggressive behaviour between children like hitting or fighting over toys. Children are also faced with rejection from peers. They lack the social skills (taking turns, sharing toys) and lack of self-expression (lack the vocabulary to tell other what they are thinking) . These problems can be cope up by means of modeling appropriate behaviour which is demonstrated for the children. Teacher can model a good communication with the child and allow children to socialize with adults and new peers ;give simple instructions to stop behaviour and exposing children through plays, programs and entertainments. There are also different type of models. These are the live model, and actual person demonstrating the behaviour. There action portrayed in some other medium, such as television,

videotape, computer programs (http://www.ehow.com/facts_7647439_teachers-deal-behavioralproblems-classroom.html#ixzz1V1LYC2Tx).

CHAPTER III

Findings, Conclusions and Recommendations

This chapter presents the findings, conclusions, and recommendations of the study. The Problem Statement is also restated in this chapter.

Restatement of the Problem This study aims to identify the problems encountered by early childhood educators in relation to behavior management. A behavior management program will be designed to reduce the impact of the problem.

Specifically, answers are sought on the following:

1. What is the Profile of the Respondents in terms of: 1. age; 2. gender; 3. specialization and 4. number of years in service? 2. What problems are encountered by the Early Childhood Education teachers in terms of: 1. Behavioral; 2. Emotional ; and 3. Social aspect of the pupils? 3. What is the extent/degree of problem felt by respondents in terms of behavioral, emotional and social aspect? 4. What Behavior Management Strategies are adopted in terms of: 1. Behavioral; 2. Emotional; and 3. Social? 5. What implications can be derived from the result of the study?

Findings:

This study is conducted to identify the problems encountered by early childhood educators and the behavior management strategies they employed in handling childrens misbehavior.

I.

1.1 Most of the early childhood teachers belong to the age bracket of 25-29.

1.2 Most teachers in early childhood education are females.

1.3 Early childhood classes are occupied by both general and early childhood majors.

1.4 Teachers still have a short length service in teaching.

II

2.1 Teachers in early childhood classes encountered behavioral problems like children always moved around and making foolishness in the middle of the discussion from time to time. These problems could create a challenge among teachers.

2.2 Problems like children who easily get upset, having temper tantrums, lacking emotional skills and are not following instructions are considered as not a problem by teachers.

2.3 Problems like children who are uncooperative during group activity, lacks social skills, fighting and hitting other children are sometimes encountered by teachers handling early childhood children.

III.

3.1 Teachers sometimes employed mild punishments for those children who always moved around, making foolishness in the middle of the discussion and who are very talkative in class.

3.2 Majority of the teachers never utilized behavior management strategies in terms of emotional aspect of their pupils.

3.3 Teachers always employed positive reinforcement and modeling as behavior management strategies in order to established a positive learning environment.

ACTION PLAN

A PROPOSED BEHAVIOR MANAGEMENT PROGRAM

For teachers of Early Childhood Education

(Early Childhood level)

Rationale

Early Childhood education provides a solid foundation in the later success in the school system. It consists of activities that are intended to effect developmental changes in children before to their entry into the primary school. It also produces significant gains in children's learning. In the early childhood education programs, child has a safe and nourishing environment with the supervision and guidance.

Thus, teachers of these children must be equipped with various behavior management strategies and techniques in order to reduce the impact of misbehavior.

The effectiveness of the study relies on the programs and strategies proposed by the researchers in order to give teachers the information and skills needed to cope with children with challenging behaviors. It will guide them based on the view that when teachers are prepared to handle challenging behaviors, children feel safe, and the challenging behavior is less frequent and less severe.

Objectives:

General

This seminar is designed to apply the effective behavior management strategies by the early childhood teachers in handling childrens misbehavior within Dumaguete South District Schools.

Specific:

1. To provide teachers some information about the use of the common behavior management strategies in 2. To equip them with knowledge of child development as well as skills in teaching young children. 3. To provide the necessary amount of interaction, monitoring of development, and individualization of planning for each child to learn. 4. To study the theoretical principles of child development and learning. 5. To develop practices and programs that is developmentally appropriate for young children. 6. To encourage creativity in early childhood classrooms by giving children extended time to work on projects, a pleasant environment in which to work, appropriate materials, and a supportive climate. Content 1. The common behavior management strategies in terms of behavioral, emotional and social aspect of children.

2. Major theories of learning, development, behavior management and motivation. 3. Teaching and behavior management strategies. Methodology Lecture, open forum, discussion, workshop Participants

The seminar is intended for the teachers of early childhood education. Resource Persons The speakers will include: 1. Early Childhood Administrators 2. School Supervisors 3. Organized Parents of Early Childhood children 4. Teachers of Early Childhood Education 5. Psychologists 6. School Guidance Counselor Budget Requirements For the seminars held in the school, the funds can be obtained from the school organization funds, from the school office, or from the non-government organizations or any institution armed with financial stability to sponsor such a program/seminar.

For the seminars conducted outside the school (e.g. barangays, convention halls, cities, etc.), the funds may be taken from the barangay officials, the municipal or city mayor or from those private individuals who is willing to shoulder any amount to make the seminar possible.

Programs of Activities Day 1 Morning Session 7:30-8:00 - Registration of participants 8:00-9:00 - Opening of Activities
y y y y y

Prayer Philippine National Anthem Welcome address Statement of Purpose in conducting the Seminar Introduction of Speaker

SNACKS/BREAK

9:15-10:15 - Behavior Management Strategies - An Overview 10:15-11:15 - Behavior Modification in Early Childhood Children

11:15-11:45 - Open Forum 11:45- 12:00 LUNCH BREAK/SIESTA!!!

Afternoon session

1:00- 3:00 - Workshop- (parents, early childhood teachers and

Other school personnel)

3:00-3:15 - Coffee Break

3:15-4:15 - Open Forum 4:15-5:30 - EVALUATION

Day 2

Morning Session

8:00-9:15 - Opening of Activities

y y y y

Prayer Philippine National Anthem Energizer Introduction of Speakers

9:15-9:30 - Coffee Break 9:30-11:00 - Effective Behavior Management Strategies in Early childhood Education 11:00-11:45 - Open Forum 11:45-12:45 LUNCH BREAK/SIESTA!!! 1:00-3:15 - Workshop- (parents, early childhood Teachers and school personnel 3:15-3:30 - Coffee Break 3:30-4:15 - Open Forum 4:15-5:30 - Culmination Activity Evaluation:

Comments and insights will be kept for record as the basis for next seminar.

Acknowledgement

this work would be impossible to complete without the support and guidance of a number of people. We therefore would like to express our deep gratitude for the cooperation and involvement of the following:

Dr. Libertine De Guzman, our adviser for giving us insight comments and correction which enhanced the quality of this work and for providing endless encouragement which prodded us to work harder and faster.

Dr. Evelyn Lazalita, our statiscian, for guiding us in the statistical treatment of the data and for checking the computation.

Dr. Teresita F. Acopiado,Mr. Dionisio Dioquino, our panel members for their valuable suggestions and contributions which put helped in putting this paper into shape.

Mrs. Rosenie Sarana (CCES), Mrs. Antonieta Vendiola (SCES), Mrs. Lilibeth Estroso (CES), Mrs. Rhoda Tabares (CES), and Mr. Julius Silot (BBJBES), for allowing us to conduct the floating of the questionnaires for the teachers of early childhood education.

To our teacher-respondents to whom we owe a lot of thanks, for answering and for spending time on our questionnaires, we thank you.

To our dear parents who are the source of our strength and confidence. Most of all, we thank them for providing us the financial support we needed in order to made this study possible.

Chapter I The Problem and Its Scope

Introduction

Children between the ages of 3 and 5 go through many developmental stages, and not all children can progress from one stage to the next with ease. It is common for youngsters this age to misbehave at preschool. Examples may include temper tantrums, verbal and physical aggression, hurting themselves, being disruptive in class and destroying class property. It's up to parents to set limits and boundaries for their children but preschool teachers must be competent at behavior management (Caspi, et.al.,2003).

Teachers must developed a structured plan for addressing behavior problems that can assist them in dealing with issues within the classroom and improve general behavior, which leads to an increase in academic success.

According to Browne & Gordon (2003), some behavior problems stem from the childs attempt to express social and emotional needs. These include the need to be included, the desire to be considered important and valued, the desire to have friends, and the need to feel safe from harm. Young children are still working out ways to express those needs and feelings. Typically, because they are only just learning language and communication skills, it is often through nonverbal or individual actions that children let their teacher know what is bothering them.

The results of early childhood social and emotional problems can be a response from child distress and suffering, difficulty with learning, trouble with play, poor peer interactions are all warnings of future mental health.

In order to reduce the impact of these problems, the teacher should help children find satisfying ways to cope with their social and emotional feelings. It is essential that children must be provided with an emotionally secure and safe environment that prevents any form of bullying or violence, where they can be effective learners and integrate the development of social and emotional skills within all aspects of school life.

The researchers of this study are graduating students of the College of Education specializing in Early Childhood Education in Negros Oriental State University. The reason in undertaking the study is to find out the different problems encountered by the Early Childhood teachers and the coping strategies that they employed to minimized the misbehaviour of the children. Through this study the researchers can be able to help the respondents in providing appropriate coping strategies in managing the behavior problems of the children.

Theoretical Background

This study is anchored on the three most influential and prevalent theories of occupational stress. These are the Person Environment (PE)Fit theory, the Framework of Occupational stress, and the Demand Control Support Model (Vandenberg, Park, De Joy, Wilson, & GriffenBlake,2002).

The basic premise of the Person Environment (PE) Fit theory is that stress arises from a misfit between person and environment not from the two components separately, but as the factors of each relate to one another. When individuals perceive that their work environments are not good, or do not fit well with the needs, wants, and desires that they personally would like fulfilled from work, the discrepancies create diverse strains, which are then hypothesized to affect workers health and wellbeing.

Environmental demands here include job requirements, role expectations. Countering these demands are the individuals abilities represented through aptitudes, skills, training, time and energy the person uses to meet the demands. The idea is that the larger the discrepancy between person and environment, the greater the likelihood that strain, and a need for coping, will arise.

The Framework of Occupational Stress is based around the same foundation as the PEFit theory. They share two basic premises, first, that stress arises from the misfit between person and environment, and second, that subjective perceptions of work environments primarily determine strains. The difference between the two viewpoints is the frameworks core definition. It states that occupational stress is a total process including the environmental sources of stress and the individuals perception of them, short term and long term physiological, psychological,

and behavioral responses, as well as a number of modifying factors that influence the relationships among variables in the stress process (such as social support, and the quality of interpersonal relationships within the work environment). Perceived stress and the resulting strains are explained as a snowball effect, a reciprocal association where the negative feelings regarding work increase strains, which in turn contribute even more to the negative feelings. The end result is that the accumulation of physiological, psychological and behavioral strains will eventually result in long term outcomes such as acute depression, alcoholism, unemployment, physiological problems (e.g., cardio vascular problems) and other costly results.

Finally, the Demand Control Support odel emphasizes the role of work content as the major source of workplace stress. Work content here is divided into two components: worker perceptions regarding the tasks that need to be completed in performing the job (job demands), and worker perceptions about the degree of control or discretion they have in performing the job tasks (job control). These two constructs are thought to interact with one another in affecting the amount of strain experienced by employees. The strongest levels of strain, and hence, the greatest levels of occupational stress were expected to occur in situations where there were extremely high demands, and very low control. These theories are important to the present study in the sense that as the teachers work they always encountered stress towards the behavior of the children. So teachers need to be extrinsically motivated in order for them to maintain the desirable behavior. Moreover, the theories relay the means on how the teachers overcome the stressors. It also gives support to the problems they encountered in managing the behavior of the children.