Publication Search

The family is the primary and primary environment that plays a crucial role in shaping a child's personality, emotional development, and psychological stability. Through the family, children receive love, a sense of security, and values ​​that form the basis for developing their identity. However, broken homes can disrupt a child's emotional balance and lead to childhood trauma that impacts them into adolescence. This study aims to understand the experiences of adolescents from broken homes in coping with childhood trauma and the process of building resilience. The method used was a qualitative approach with a descriptive research type. The study subjects consisted of three adolescents aged 20–23 who experienced broken families since childhood. Data were collected through in-depth interviews, observation, and documentation, then analyzed using an interactive analysis model through the stages of data reduction, data presentation, and conclusion drawing. The results showed that childhood trauma emerged in the form of emotional, relational, physical, and existential trauma due to the loss of parental figures, conflict, emotional neglect, and verbal abuse. The impacts felt include low self-confidence, anxiety, mild depression, and difficulty relating to social relationships. Social support from extended family, friends, and the community has been shown to aid the recovery process and increase resilience. This study emphasizes the important role of parents, educators, and counselors in providing emotional support and a safe environment for adolescents from broken homes.

The family is the first environment that shapes a child's personality and social behavior. However, in broken homes, emotional conditions and parenting patterns are often disrupted due to separation or the absence of one parent. This has an impact on the process of shaping children's social behavior in their daily lives. This study aims to analyze the social behavior of children from broken homes in Kampung Aur, Kelurahan Aur, Medan City. A qualitative approach with a case study design was used. The main informants consisted of five children from broken homes who were selected using the snowball technique. Data were collected through observation, in-depth interviews, and documentation, then analyzed using descriptive qualitative methods. The results of the study showed that the children's social behavior had not developed optimally in most indicators, namely cooperation, sharing, competition, empathy, sympathy, imitation, social support, and social acceptance. The main obstacles arise from inconsistent parenting patterns, lack of emotional support, and an unsupportive social environment. Therefore, the active involvement of parents, guardians, and the community is essential to shape and nurture children's social behavior in a sustainable manner.

Broken home families can have a significant impact on children's academic achievement. This study aims to identify the impact of broken home families on children's academic achievement and develop strategies to overcome these difficulties. The results showed that children from broken home families experience difficulties in developing social skills, managing positive thoughts, and achieving optimal academic performance. The strategies developed to overcome these difficulties include building emotional support, developing social skills, managing positive thoughts, increasing learning motivation, and developing time management skills. This research has implications for the importance of providing attention and support to children from broken home families so that they can reach their full potential.

Parental divorce causes the child to lose the love and affection of his parents and hinders them in their psychological development. This study describes and analyzes the psychological struggles experienced by three children who lost their father's role after divorce. All three experience similar inner conflicts: feelings of loss, neglect, and emotional division, as well as confusion in choosing to live with their father or mother. This study uses a qualitative case study approach and uses participatory observation and in-depth interviews for data collection. The results showed that children experienced conflicts about loyalty, emotional stress, and difficulty in reshaping their self-identity in a changing family environment. Children's mental and social instability is exacerbated by the loss of the father figure both physically and emotionally. The study emphasizes how important it is for parents to remain actively involved with their child even after they have divorced to maintain their emotional stability and provide ongoing psychological support. These findings are expected to be a reference for education practitioners, counselors, and parents in dealing with the psychological impact of divorce on children.

Based on the results of research related to school strategies in dealing with violations of rules and regulations to improve the disciplinary character of students at MAS AT-TAQWA Beru, it can be concluded as follows: The strategy implemented by the school consists of three approaches, namely (1) Preventive strategy, which includes outreach to students , habituation, and extracurricular activities as prevention efforts before violations occur, (2) Repressive strategies, which are implemented after violations occur, including providing advice, sanctions, and supervision, and (3) Curative strategies, which focus on coaching students and summoning parent. The obstacles faced by schools in overcoming violations of discipline and forming students' disciplinary character include (1) Internal factors, which include limited school facilities and infrastructure as well as the condition of the students themselves, and (2) External factors, namely the influence of the family environment, especially in cases of families that are not intact (broken homes) or parents who are busy working, so that children often live with grandparents and receive less attention, as well as the influence of playmates and the living environment.

In a broken home family, parents have the responsibility to look after their children and should be able to give full affection so that the child feels as if he has never lost his father and mother. The method used in this study involved a literature review study by searching data on Google Scholar. The search then produces journals and articles that are in accordance with the issues discussed. In conducting the Assessment, we chose the ecomap technique because this technique can help understand the social environment and social conditions that affect individual life. Using an ecomap helps us see clients to understand their relationship with their social environment, as well as understand how this social environment can affect their lives. Intervention methods used to address clients with these problems include using counseling techniques. The purpose of this study is to prove the extent to which individual counseling therapy influences the behavior of broken home children. The end result of providing individual counseling services with behavioral techniques shows that it can have an impact on broken home female students. This can be seen from the significant differences in results before and after the provision of these services.

The purpose of this study is to find out how the role of family learning center counseling services (PUSPAGA) in preventing early childhood violence. This research was motivated by the high problem of cases of violence in early childhood in Indonesia. The rise of cases of violence against children shows the need for effective protection and prevention efforts. PUSPAGA acts as the frontline in providing information, education, and counseling to prevent violence in early childhood. This study used the Library Research method with a literature review approach. Data collection techniques carried out are by reading, analyzing, and evaluating the results of existing research. The results of this study show that the factors causing an act of violence in children are economic factors and broken homes or divorce that can occur due to early marriage that causes parents not to have a mature emotional state in parenting. In the prevention of early childhood violence, PUSPAGA (Family Learning Center) will hold role playing classes, counseling programs for children and families, and premarital assistance for minors.

Family has an important role in human life as the first place to learn. However, the Broken Home family has a negative impact on children, such as negative self-concept and difficulties in socializing. The film "Susah Signal" attracts the attention of the writer because it depicts the problems of Broken Home children and the disharmonious relationship between a child and his mother due to the mother's busy pursuit of a career. This study uses a qualitative descriptive research method with a content analysis approach, which involves both explicit and implied communication content. Primary data was collected through documentation in the form of signs obtained from the film "Susah Signal". The data collection method used was content analysis, in which the researcher conducted a descriptive analysis of the dialogues and shows shown in the film. In content analysis, the researcher explains each scene and dialogue that has been collected. In the film "Susah Signal", the lack of communication between mother and child makes Ellen have a control nature in applying rules that must be followed without exception. Poor communication leads to misunderstandings and sources of conflict. The impact of Broken Home children's problems seen in the film "Susah Signal" can be concluded that the analysis shows that children's problems in a Broken Home situation have a significant influence on family relationships and children's behavior.

Broken home families, which are characterized by the breakdown of parental relationships, can have a negative impact on children's development, including spiritual emptiness. In this context, the role of Christian religious teachers is important in filling the spiritual void of children from broken homes. This article aims to investigate the role of Christian religious teachers in filling the spiritual void of children from broken home families and the strategies that can be used to achieve this. In the introduction, the article explains the meaning of a broken home family and identifies its impact on the child's spiritual emptiness. Then, the article continues by discussing the role of Christian religious teachers in filling the spiritual void in children. Christian religious teachers not only serve as teachers, but also as a source of spiritual support and example for children. Furthermore, the article reviews strategies and approaches that can be used by Christian religious teachers in filling the spiritual void of children from broken home families. Relevant and interactive teaching methods, building emotional relationships with children, and efforts to cultivate spiritual awareness through reflection and meditation are some of the recommended strategies.Through case studies that include the real experiences of Christian religion teachers, this article provides inspiring examples illustrating how Christian religion teachers have succeeded in filling the spiritual void of children from broken homes and achieving effective results. In the implications and recommendations section, the article highlights the important role of Christian religious teachers in filling the spiritual void of children from broken home families and emphasizes the need for collaboration between teachers, families and communities in supporting children's spiritual development. In conclusion, this article concludes that the role of Christian religious teachers is very important in filling the spiritual void of children from broken home families. With the right approach, Christian religion teachers can provide the spiritual support children need, assisting them in acquiring a sense of meaning, identity, and spiritual well-being. This article provides useful insights and insights for educators, parents, and practitioners in Christian religious education that aim to support the spiritual development of children from broken home families.