Divorce Research Paper

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Divorce Issues and Children’s Adjustments Frequently, divorce is a process in which one of the spouse leaves the household. Then a process begins which creates a ripple in the future (Amato, 2000). Everyone has his/her own unique personality and ways to cope with situations. It’s even worse for children to adjust to the problem, because they are usually aware of the divorce before it even happens. The children are affected by the parent’s actions of yelling at one another, arguing and sleeping in different beds. Research indicated that parents and children deal with stress at different stages in the divorce process. Not only are the children affected by the divorce but the couples themselves are also (Fomby & Cherlin, 2007). Description of the Problem There are many factors that children face after divorce. A current level of problems the child is experiencing is divorce related risk and protective factors. Problems that children are experiencing is divorce risk and protective factors. Several other risk and protective factors have also been found to be associated with problem outcomes for children following their parents’ divorce. Children who experience divorce face conflict with parents, and health problems. The impact on children can be very over whelming in the end for everyone starting from their parents to their teacher. Divorce can affect the children’s self-image and they begin to see themselves in a negative way. Other factors that contribute to the effect on children is the pre-divorce stage. Usually children are faced with poor parenting before and after the divorce. Due to the poor parenting children don’t receive the support they need from their parents. ... ... middle of paper ... correlated perceived achievement with their actual achievement (Guay et al. 2003). The two main educational adjustments are higher levels of school engagement which have fostered academic achievement over time (e.g., Simons-Morton and Crump 2003; Skinner and Belmont 1993). Recent study evaluated whether the educational adjustment of children in cohabiting households differs from those of children in marital households. They expected low school engagement from children in cohabiting families. In addition to evaluating overall differences between stable families and stable cohabiting families the study was divided even further than that. It was subdivided into cohabiting families which consisted of two biological parents and those that include a step-parent. In this study they compared children from divorce homes and stable married families experiencing disruption.
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