It was the purpose of this study to determine whether the early loss of the father is conducive to injury of personality development of boys and girls, which injury may still be evident in late adolescence, the crucial time in life when educational, vocational and other important decisions are being made.

This study is an exploration of theoretical propositions and their integration with a clinical illustration in order to facilitate an understanding of the universal role of the good-enough father in the psychic development of the child. The premise underlying this study rests on the theoretical object relations framework of Margaret Mahler (197 4), extended by Abelin (1971, 1975), and taken into the phase of adolescence by Blas (1967,1985,1991), which provides a solid, clinical basis for understanding the dynamics of the separation-individuation process. This theoretical basis is expanded by an understanding of analytical psychology, providing the Jungian perspective on individuation, which is encapsulated in the archetypal themes of union, separation, and the capacity to sustain the tension of opposites. As a synthesis of these conceptual frameworks, the writer adopts the propositions put forward by Seligman (1986) that the absent father causes the child to remain enmeshed with the mother. Without a father's emotional support, it becomes almost insurmountably difficult for a child to negotiate the unavoidable separation from the mother, a prerequisite for the confirmation of his identity and the establishment of an autonomous lifestyle. As a treatment modality, Seligman (1986) further proposes that the analyst be "used" by the client's unconscious psyche to build up a live paternal presence within, a symbolic reinstatement of the father image, necessary for the crucial completion of the separation-individuation process. With the re-emergence of the father image, thus enabling a reconciliation of the inner parents, the mother can gradually be relinquished. Those aspects of the client's personality which had been committed to a real or imaginary "oneness" with the mother, and were thus unavailable for the enrichment of his own life, are restored to him, making him more "alive". The illustrative case study demonstrates this therapeutic approach with an adolescent boy who experienced father absence and presented in clinical social work practice with the symptomology of role confusion I individuation avoidance.

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This study focused on the search of the impact of absent father on the lives of young adults in the household. In the interview with the coparticipants, the research revealed that the problems of absent father prevailed and continued to traumatize young adults despite the execution of pastoral care of laying hands and uttering of prayers on young adults by pastors and deacons of the church since these are the pastoral practices and care the church offers to assist in halting the problems. The absence of pragmatic of pastoral method caused dismay more especially on young adults because they perceived a church as a family of God which is endowed with power to provide healing and comfort abundantly in their lives as well as changing the mind-set of their fathers who deserted them. Prior to this research the inability to deal and solve the problems of absent father caused the congregation to encounter dilemma because some members of the congregation emphasized that these young adults who their problems of absent father seem not to be solved by prayer and laying of hands must be referred to psychologist while others suggested that such young adults must be excommunicated because they disturb the smooth running of the worshipping in the church. These views prompted the current research. It was, therefore, the aim of this study to journey with the coparticipants in order to understand and have knowledge of the situation they are encountering so that the research will employ the appropriate pastoral care and practice to assist them to get rid of the problems of absent father, / Dissertation (MA)--University of Pretoria, 2015. / Practical Theology / MA / Unrestricted

Many students in secondary schools are increasingly impacted by chronic absenteeism. Researchers have consistently concluded that students who are chronically absent are likely to experience negative outcomes such as difficulties in academic achievement, learning, sociability, and mental health (London, Sanchez, & Castrechini, 2016). However, despite the implications of chronic absenteeism, research studies that primarily focus on assessing students with disabilities’ (SWDs) reasons for chronic absenteeism are relatively limited. Although there is some existing research that suggests that SWDs are frequently absent due to health-related reasons, transportation issues, and their perceptions of poor school climate (Erbstein, 2014; Humm-Brundage, Castillo, & Batsche, 2017), there are currently no studies that have examined both student and school demographic predictors of chronic absenteeism for SWDs. The current study utilized a sample of 1,009 chronically absent SWDs across eight states in the U.S. to examine demographic predictors of reasons for chronic absenteeism among SWDs. The researcher examined students’ responses to the Reasons for Chronic Absenteeism (RCA) survey. Results indicated that SWDs reported missing school for health-related reasons most frequently, followed by family and transportation reasons. Results also suggested that SWDs’ SES, gender, and race/ethnicity were the most common demographic predictors of reasons for chronic absenteeism. Specifically, students who were lower SES significantly predicted Barriers, Disengagement, and Transportation reasons for chronic absenteeism. Students’ gender significantly predicted Barriers, Disengagement and Health reasons, and SWDs race/ethnicity significantly predicted Barriers, Health, and Transportation reasons for chronic absenteeism. School demographic predictors of chronic absenteeism were limited with schools’ percentage of English Language Learners being the only significant predictor of the reasons for chronic absenteeism. Implications for research and practice are discussed.

This qualitative study examined the perceived impact of absent fathers on students’ emotional, social, and academic constraints. Many factors can contribute to the loss of a father; so, for the purpose of this research, the researcher examined the impact of the absent father through incarceration and divorce. The research may enable educators to identify the challenges, celebrate victories, and explore what it the phenomenon of an adolescent without the presence of your biological father in our community, from the perspective of the educators. Information gathered through the administration of educator perception interviews was utilized to identify how an absent father manifests in our secondary students. The educators answered the questions based solely on their perceptions of students without a father they have encountered throughout their careers. The analysis of the data collected for the study allowed the researcher to develop an understanding of the social, emotional, and academic effects of father absence. The data collected could be utilized to teach educators how to recognize and react to the perceived implications of an absent father on a secondary student. The educators perceived that these students without a father are consistently searching for a father-figure to fill the void left by the absent father. The participants tended to perceive that this lack of a family structure can also lead to disciplinary, relational, academic, emotional, and communication struggles for these students. The perception of poverty and sadness or emptiness often exists, leading to low confidence, low motivation, and a lack of accountability. The perception of the educators was that the lack of security led to overall concern for responsibility and work ethic. The lack of structure outside the school can contribute to questioning authority or being disrespectful. The lack of discipline at home is perceived to equate to a poor work ethic, low amounts of responsibility, and a low quality of work. These students sometimes have a low self-esteem, thus low expectations and little attention to detail. It may not be the priority of the student to complete all work and therefore they become apathetic with low confidence and expectations for academic success.

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Outline’s Silence: In Search for a Silent Narrator is a Bachelor research paper that hopes to open a discussion about Rachel Cusk’s Outline (2014) and the possibility that an absent and silent narrator could lead to a new and innovative writing mode. The paper bases its theory on Hayden White’s “The Value of Narrativity in the Representation of Reality” (1980) where White argues that moralization is unavoidable as long as there is a narrator in the text (27). Roland Barthes’s theories for a neutral writing mode and the notion of silence as they can be found in Writing Degree Zero (1953) and The Neutral (2002) respectively, are used here as the basis of argumentation. Outline’s narrator and her desire for passivity and silence are analyzed according to Barthes’s theories while its author’s writing is also examined for its neutrality. White’s work is used to support the paper’s argumentation that it is unlikely a narrator will be absent from a narrativized text. The paper concludes that although there is a desire for neutrality and silence both in the narrator’s character and in the author’s writing mode, this proves infeasible to apply in practice.

This qualitative phenomenological study examines the lived experiences of adult father-absent African American women to extrapolate from their stories the meaning they attached to the experience and to hear in their own words how they perceived the absence of their father shaped their lives and affected them socially, emotionally, behaviorally, and educationally. Twelve semi-structured interviews were conducted via Zoom audio-conferencing with adult African American women who ranged in age from 20-62 years of age living in various parts of the U.S. The findings of this study revealed that father-daughter relationship bonds held a special meaning to each participant as most of them longed for the presence, protection and love of their fathers. According to the shared stories and perceptions of the participants, living without a father greatly affected the way they viewed the world, relationships with men, relationships with family members, and it had a significant impact upon their lives socially, emotionally, behaviorally and educationally. The women of this study reported that their relationships suffered because they did not have what they considered healthy male-female interactions as a model for their own relationships. This study also revealed that more research is needed regarding father absence and education. The findings of this study can possibly be used to encourage male relatives such as uncles, cousins, older brothers, and community leader to assume the role of social father provide male support, guidance and encouragement to father-absent young women in their families and communities. The findings of this study can also function as a catalyst to more in-depth discussions about the mental and emotional well-being of young Black women as well as the Black community to assure them that seeking mental and emotional support is nothing to be ashamed of.

For many years the focus of research on child well-being and development has been primarily on the dynamics of the mother-child relationship. The mother was seen as the more influential parent as she spends more time with the children. The father’s role in the development process was thus undermined. Fortunately research on the father’s involvement in a child’s life has improved over the past thirty years. Where previously fathers were mostly perceived as the breadwinners and providers they are now also considered as being caregivers who are more closely involved with their children and the accompanying responsibilities. Research indicates the importance of a father’s role in child development and has found that the intellectual, emotional and social development of a child is influenced by the father. The most beneficial circumstances for children to grow up in is where both of the biological parents are part of the household, satisfied with their marital relationship and loving towards their children. Unfortunately there is a significant increase in South African families where the father is absent and where the mother is burdened with additional responsibilities. However, a father can be emotionally absent despite physical proximity and emotionally absent fathers can be included when describing fatherlessness due to the destructive effect it has on children. Some research indicates that a father is the most significant factor in his daughter’s life and the quality of their relationship influences her personality and general well-being in life. Most literature focusing on the paternal parenting role is more focused on the father-son dyad, the least studied parent-adult child dyad is that of adult daughters and fathers. A great number of research studies on the subjects of divorce, single parents, physically absent fathers and the resulting effects on males are available. Much less literature, especially in the South African context, can be found to focus on and explain the experiences of young adult women who grew up with an emotionally absent father. The aim of the study was thus to explore the subjective experiences of young adult women who grew up with an emotionally absent father. A qualitative research method was used with a phenomenological approach as research design. Eleven voluntary, 20-31 year old adult women, participated in the study and were recruited by word of mouth. Data were collected through in-depth interviews that were audio taped and transcribed verbatim. Transcribed data were analysed by means of thematic analysis from which themes and sub-themes were derived. Two main themes with sub-themes were identified. It was found that the participants experienced their fathers as emotionally absent because it was difficult to share their emotions with them, the participants' fathers did not show affection or express their love. They showed no interest, approval or acknowledgement and the participants found it difficult to trust their fathers. According to the participants their relationships with other men were influenced because of this. They further struggled with trusting other people and suffered from a low self-esteem. Due to repressed emotions they did not portray their true self and sought their fathers’ approval by doing things he liked. / MA (Clinical Psychology), North-West University, Potchefstroom Campus, 2014