The Effect of Divorce on the Family: Implications for Counselling
Chapter One
Objectives of the Study
The objectives were to:
- Examine the effects of divorces on pupil’s academic performance.
- Explore the perception of children on divorces and the effects of their status on their academic performance
- Explore community members’ views on their role in the effects of divorce on pupils’ academic performance.
CHAPTER TWO
LITERATURE REVIEW
Introduction
Parents who have happy and supportive relationship with one another are more likely to respond sensitively to the child’s needs (Erel & Burman, 1995). Conversely, parents in a dysfunctional marriage are likely to be distressed and distracted by conflicts with their spouse and they cannot afford to invest their time and energy in children. In turn, inappropriate parenting style worsens parent-child relations. This literature review focused in teacher’s perceptions on the effects of divorce to children’s academic performance, effects of divorce on school going children, perceptions of children with single parent, academic achievement among adolescents of divorced families, comparisons of children from divorced and twoparent families and factors affecting the children’s academic performance and socialization processes in the family.
Parents in a stressful marriage are less likely to have close relationships with their children, whereas parents who are satisfied with their marriage are more likely to have quality relationships with their offspring (Acock & Demo, 1999; Buehler & Gerald, 2002; Conger et al.,1992).
A low level conflict with parents and closeness to them are associated with less likelihood of having behavioral and emotional problems (Caughlin & Malis, 2004; Parker & Benson, 2004; Vandewater & Lansford, 2005). Among various aspects of parent-child relations, communication is specifically important in adolescence when children have to negotiate their new roles with their parents (Noh, 1999). Children who witness parents’ conflicts may shape a negative perception on self, because they tend to consider themselves as causes of conflicts and blame themselves for a disharmonious marital relationship (Grych et al., 2000).
Family disruption has been defined in various ways, including recurrent residential moves, separations from parent figure and marital dissolution or divorce (Adam & Chase-Lansdale, 2002). In Rodman (1993), an early family study, disruption was defined by characteristics such as female head of household, low socioeconomic status, receiving aid for dependent children, and parental separation.
Other researchers studying longitudinal samples (Chilton & Markle, 1972) defined family disruption only by a family composition different from husband-wife families; mother only, father only, and neither biological parent .In reviewing the literature through the late 1980s,Lee and Gotlib (1991) found that children’s adjustment to family disruption was related to diminished parental availability or poor parental responsibility to the child. Anderson, (2002) found that adolescents from single parent families were involved in higher rates of delinquent behavior and that minorities from single parent families were especially more likely to be involved in certain types of delinquency than other students.
Because of the need to expand the study of family dysfunction and academic achievement, as well as the established relationship between family dysfunction and child behavior problems in some studies, and between behavior problems and poor academic functioning in other studies, the literature described next addresses behavior, achievement, and family disruption.
Teachers’ Perceptions on the Effects of Divorce to Children’s Academic Performance
Poor academic performance is understood as falling below an expected standard. Aremu and Sokan (2003) submit that poor academic achievement is related to low motivational orientation, low self esteem, emotional problems, poor study habits and poor interpersonal relationships. This chapter focuses on divorce as being a factor that affects negatively the academic performance of primary school students.
Biblarz (2000) conducted a study which compared academic performance of children of divorce with children of widowed mothers. Findings concluded that children of divorcees were less likely to complete high school, attend college, or attend graduate school than children of widowed mothers. The McLanahan and Sandefur study of 1994 found that children from divorced homes were two times more likely to drop out of high school than children from two parent homes.
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter describes the research design and methods to used in the study of The
Effects of Divorces on Children’s Academic Performance. It includes the description of the research design, area of study, population and sampling procedures, instruments for data collection and analysis of the collected data. Instruments such as interviews, questionnaire and focus group discussion are also presented as well as the procedures of data analysis.
Research Design
A research design is an arrangement of condition for collection and analysis of data in a manner that aims to combine relevance of the research purpose with economy in procedures (Settz, 1965) cited in Kothari (1990). The study employed both qualitative and quantitative research approach. Qualitative design helps to study the narratives on the effects of divorces on children’s academic performance from teachers, community members and children themselves. Qualitative design enabled the researcher to make sense of those perceptions by interpreting the meanings the respondents attached to divorces.
The design is suitable in the collection of data about people’s opinions and views on effect of broken families. In this study, the researcher looked at what teachers, community members and children say about the effects of divorces on children’s academic performance. The quantitative approach allowed determination of the distribution of incidents and the inter-relation between independent and dependent variables (Kerlinger, 1986).
Independent variables are those attributes that have an effect in the dependent variables. In the context of this study, the independent variable is the number of divorce while dependant variable is the extent of the effects on children’s academic performance.
Area of Study
The area of study was conducted in Surulere L.G.A., Lagos. was chosen because of its relatively low rates of student’s school participation.
Population, Sample And Sampling Techniques
Fraenkel and Wallen (2000) define population as an arrangement of people or things that a researcher has in mind from which one can obtain information and draw conclusion.In this study, the population will include some primary school students, community members and teachers.
Target Population
According to Ary, Jacobo & Razariel (1996) target population includes all members of any defined class of people, events or object from which possible information about the study can be obtained. The target population of this study included primary school students, teachers and influential community members.
CHAPTER FOUR
PRESENTATION OF FINDINGS, ANALYSIS AND INTERPRETATION
Introduction
This chapter presents the findings of the research study. Firstly, demographic data is presented on all participants, drawing attention to points of interest within this information. This is followed by an analysis of the data gathered at the location of the study (Surulere L.G.A.) relating to the three objectives of the study which are to examine primary school teachers’ perceptions on the effects of divorce on children’s academic performance; To explore the perceptions of children in divorces and the effects of their status on their academic performance: To explore community members’ views on their role in the effects of divorce on pupils’ academic performance.
CHAPTER FIVE
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Summary of Findings
This study sought to investigate the perceptions of teachers, children and the community members on the effects that divorce have on children’s academic performance. Specifically the study sought to:
- Examine primary school teachers’ perceptions on the effects divorces on children’s academic performance.
- Explore the perception of children in divorces and the effects of their status on their academic performance.
- Explore community members’ views on their role in the effects of divorce on pupils’ academic performance.
Chapter 1 concentrated on exploration of the concept of divorce and its effects on children. Chapter 2 dwelt more on the literatures and studies on the effects of divorces on children’s academic performance. It also reviewed the literature on the perceptions of children on the effects of divorces on their life and the role of community in minimizing the effects of divorces on children. Chapter 3, research methodology presented the research design for this study. This is mixed method design where quantitative and qualitative data were collected and analyzed. Chapter 4 is confined in data presentation and analysis.
The following findings were revealed by this study:
There are two opposing sides on the negative effect of divorce on children’s academic performance. These opposing sides could be explained as an influence of the media, the church and the school, which see marriage as a norm, where two parents are supposed to live together and rear their children and broken one are going against the norm. Literature consistently shows that divorce has negative effects on children’s growth physically and psychologically but it is silent on positive effects of divorce on children’s development. Although there are those who believe a divorce is better than exposing children to adult violence, they also believe that marriage is a good thing for nurturing the family, regardless of other gender-based exploitation. Children who have experienced violence feel better when the marriage eventually is broken, but they suffer negative identification as developing bad manners due to lack of one figure, father or mother.
These findings have further shown that community members perceive themselves as with a role to ensure the welfare of the children from divorce although this role vary. There were those who felt they are responsible because they are Africans, and those who thought they have a role to play because of religious teachings. This concurs with the literature reviewed in chapter two as well as other literature referred to in chapter five under discussion. It was also noted that children were not informed by their parents on the prospects of separation.
Based on these findings, however, it cannot be confirmed with certainty that children from broken homes are worse off than those from intact marriage because some may be experiencing violence, which has more negative effect than living peacefully with one parent. All in all, parents need to ensure the safety of their children whether they are in marriage or outside of it for a simple reason that children need to be brought up in peaceful environment if we want to have an upright future generation.
Recommendations
Recommendations for Action
On the bases of the results obtained in the research and the literature reviewed, the following are recommended.
- The community members including teachers, neighbors and all children lovers should make it their responsibility for all the children regardless of being their biological parents.
- Schools at all levels should have a strong guidance and counseling unit to help all the children in need of special attention.
- The Ministry of Education and Vocational Training (MoEVT) in collaboration with Universities and religious organizations should work together and develop training programme on love, marriage and care for parents in order to educate the society on the importance of love and family care for healthy families, communities and society in general.
Recommendation for Further Study
The further study is enhanced to other researchers particularly on effective strategies towards minimizing divorces among couples.
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- Advances in behavioral assessment of children and families: A research annual (Vol. 5., pp. 171 – 199). Philadelphia, PA: JAI Press.
- Ajala and Iyiola (1988). Adolescence Psychology for teachers: Oyo: Abodurin Rogba Publishers.
- Amato, P. R. (2000). The consequences of divorce for adults and children. Journal of Marriage and the Family, 62, 1269–1287.
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