Dr Noel Maturlu, Dr Jesse Omoregie, Dr Philip Nukpe, Parvaneh Sara Pakshir

Published in Issue 1.2 // LaB Press

http://doi.org/10.63994/5b43rx

KEYWORDS: Family disruption; Broken homes; Impacts of family disruption; Impact of broken homes; Adolescent mental health.

Abstract

Family stability is widely considered the cornerstone of emotional development and social stability, especially during the early years of adolescence and early adulthood (Buka et al., 2020). However, in recent decades, the growing prevalence of family disruption has raised significant concerns about their long-term effects on young people. This review aims to identify social, emotional, and educational impact of family disruption on adolescents and young adults. Following PRISMA guidelines (Moher et al., 2009), the search strategy was designed to ensure comprehensive coverage of the relevant literature across multiple disciplines, including psychology, sociology, education, and public health Searches were conducted across several academic databases including Google Scholar, PubMed, PsycINFO, and ResearchGate. Additionally, institutional repositories, grey literature archives, and government or think-tank reports such as those from the Centre for Social Justice were also explored. 148 articles were extracted when search strategy was implemented. When all criteria were satisfied, 11 articles emerged and were included for the final review. Results showed that family disruption negatively affects (1) educational outcomes, (2) emotional vulnerability of adolescents, and (3) social and behavioural outcomes, (4) while parenting styles mediated the effects of family breakdown. Recommendations were made in the view of practical implication in education, mental health, social services, policymaking.

About the Authors

Dr Noel Maturlu is the Director of Love and Bliss, a non-profit organisation, and Editor-in-Chief of The LaB Press—home to the Journal of Positive Psychology, Agapology, and Spirituality. A licensed minister and pastor, psychologist, psychotherapist, and senior University Lecturer, he has authored numerous books and scholarly articles. His research and publications pivot around the decolonisation of the slavery mentality and the cultivation of a prosperity mindset. At the heart of his work is the nexus between spirituality, adversity, and human flourishing, with particular emphasis on advancing the flourishing of Afro-descendant communities both on the continent and across the diaspora. Dr. Maturlu holds doctorates in Positive Psychology and Business.

Dr. Philip Nukpe is an academic with over 34 years of experience in higher education in both UK and Ghanaian universities. He holds a Doctorate in Strategic Information Management, which follows four postgraduate qualifications in diverse educational fields. Dr. Nukpe has served as Head of Department and Senior Lecturer in several institutions. He is currently a Lecturer in Business and Entrepreneurship at Oxford Brookes University (OBU) in affiliation with Global Banking School (GBS).Dr. Nukpe’s research interests and publications span a wide range of academic disciplines, sitting at the intersection of educational technology, pedagogy, and information and technology system design. His work emphasizes not only technological implementation but also the human dimension, particularly motivation and accessibility.

Among his key achievements, Dr. Nukpe developed and implemented the first MSc programme for the Department of Computer Science at the University of Ghana. His most cited works include “Motivation: Theory and Use in Higher Education” and “Application of Information and Communication Technologies in Special Libraries in Kerala.” He also chaired the committee that reviewed courses for the Diploma, BSc, MA, MPhil, and PhD programmes in the Department of Information Studies at the University of Ghana. In addition, Dr. Nukpe has authored and co-authored book chapters, numerous research publications, and conference papers. He has delivered keynote addresses at academic and professional events worldwide and has served as a journal reviewer and guest editor for several academic journals.

Dr Jesse Omoregie, PhD, Psychol, AFBPSS, is a Chartered Psychologist and acclaimed author of the award-winning book Freewill: The Degree of Freedom Within. He is a researcher at Greater Manchester University and lectures at Bath Spa University (GBS Manchester Campus) and the University of Bolton, Greater Manchester. Dr Omoregie’s academic work spans cognitive intrusions, such as intrusive thoughts and repetitive negative thinking, metacognitive beliefs, and recovery from mental illnesses. His research also explores intervention development and delivery, with a strong emphasis on positive psychology. With a commitment to advancing psychological science and mental health recovery, Dr Omoregie integrates theoretical insight with practical application. His contributions to the field have earned recognition for both scholarly depth and real-world impact, positioning him as a recognised researcher in cognitive, positive, and clinical psychology.

Parvaneh Sara Pakshir is currently a Lecturer in Health and Social Care at Oxford Brookes University (OBU) in affiliation with Global Banking School (GBS). She is particularly interested in improving diagnostic clarity and effective treatment pathways and the intersection of childhood trauma and Cognitive Behavioural Therapy (CBT).  As a qualified counsellor and psychologist, she brings a person-centred and evidence-based approach to both her work with students and wider contributions to mental health and wellbeing. Her recent publication, “Diagnostic clarity: Re-evaluating a clinical case for social anxiety disorder diagnosis in comorbid presentations,” examines the complexities of diagnosing social anxiety in patients with co-occurring conditions. This research aims to contribute to more precise clinical assessments and tailored interventions, ultimately enhancing outcomes for individuals navigating complex mental health challenges. This work reflects her commitment to advancing evidence-based practices.