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I sought to investigate the potential efficacy of an online divorce and co-parent education program. Across 9-years of evaluation data for the Focus on Kids online program, participants (N = 6,679) reported a high degree of program satisfaction. According to pre-post test reports, average knowledge of how to support children across the divorce transition increased. Participants also increased in their intention to avoid engaging in behaviors that are distressing for children. Overall, this study provides potential evidence for the efficacy of online divorce education and provides support for the advancement of online programming as a promising avenue for Extension more broadly.

Adverse childhood experiences (ACEs) are associated with disparate health and educational outcomes. The objective of this systematic review and meta-analysis is to determine the relationship between ACEs and academic performance among U.S. children and adolescents. A total of 20 articles were included for a descriptive synthesis and 11 articles were included in the quantitative synthesis. Among the 11 studies, we found a weak, negative correlation between ACEs and academic performance. Further research is needed to explore all the potential adverse exposures that could impact academic outcomes and factors that might mediate the effects of ACEs on academic performance.

This study focuses on parental divorce and its psychological effects on the behavior of preschool children. Currently, an increase in the number of divorces is observed and is associated with a psycho-social problem that affects the healthy development of children. The study aims to address this issue. The study employed the quantitative methodology. A 6-point Likert scale questionnaire was used to measure the attitudes and evaluations of the respondents regarding the negative consequences of parental divorce for preschool children. The study aimed to help divorced parents and kindergarten teachers to increase the quality of educational work with this category of children.

For decades, the role of parental engagement in children's schooling has been central to the promotion of learning and wellbeing outcomes for children. However, the recognition of diverse family structures, including where a child's parents are separated, is largely absent from these models of engagement. Instead, prior research has focussed on the impacts of separation and divorce on children's learning, resulting in a dearth of work on separated parents' experiences of engaging with their children's schools. In order to document these parents' experiences, a qualitative survey was deployed. From this investigation, it is clear that diverse family structures, particularly those where parents are separated, are not well accommodated, or even well understood, in the schooling context. In many cases, however, small adjustments on the part of the school can make significant differences in enhancing parents' successful involvement in their children's education.

This study aimed to explore stepfamily representation in fairy tales and their animations on YouTube. The data was collected via document analysis in the study. The data source of the research is Grimm's fairy tales which are classical fairy tales. The results demonstrate that stepmothers identify with the stereotypical wicked women, both in the book of Grimm's fairy tales and in the animations of these fairy tales. Also, stepchildren were imaged to neglect and abuse, and it was determined that the stepfather was hardly visible in fairy tales. In line with these results, it is recommended to increase the awareness of families and educators of wicked stepparent stereotyping in children's fairy tales.

Private religious schools are widely seen as value-laden communities that mold the character of their students. Thus, we expect adults who attended religious schools as children to demonstrate more favorable family outcomes related to stable marriages and childbearing. We further expect Protestant schooling to have a more powerful effect on marital outcomes than Catholic schooling, given the heavier focus of Protestantism on marriage. Finally, we expect stronger positive associations between religious schooling and marital outcomes for adults who grew up in difficult circumstances compared to adults who grew up in advantaged circumstances. We test these hypotheses using survey data from the Understanding America Study. Our three outcome variables are ever marrying and never divorcing, ever divorcing, and conceiving a child out-of-wedlock. Most of the results confirm our hypotheses. Protestant schooling is associated with more positive marital outcomes across all three measures. Catholic schooling is significantly correlated with a lower likelihood of having a child outside of marriage. The associations between religious schooling and desirable marriage outcomes are strongest for adults who grew up poor and for those raised in intact families.

Individuals who are deaf and use American Sign Language (ASL) as their primary mode of communication experience unique negative life experiences, such as lack of communication, limited access to services, marginalization, and discrimination, that can adversely impact resilience and psychological well-being. In addition, deaf individuals experience higher rates of intimate partner violence, polyvictimization, sexual, physical, and emotional abuse, and unemployment. These negative life experiences can sometimes be accompanied by maladaptive behaviors, such as substance use. Resilience and a positive sense of well-being can help to mitigate adverse life events. This survey research utilizes a sample of 206 deaf participants, whose primary language is ASL, and hearing participants to examine the relationships between negative life experiences, substance use, resilience, and well-being. Findings indicate: (1) deaf participants reported experiencing several negative life events significantly more often than their hearing counterparts, specifically being sent to jail or prison, having a serious physical illness, and sexual abuse by a partner than hearing participants; (2) deaf participants reported more experiences of having an abortion or miscarriage and parental separation or divorce as children than their hearing counterparts; (3) deaf individuals reported higher marijuana use than their hearing counterparts, but less use of stimulants, inhalants, and prescription drug abuse; (4) experiences of mental illness was significantly associated with resilience and well-being; and (5) deaf and hearing participants had similar scores in resilience and well-being. The author identifies strengths and limitations of the study and discusses implications for future research.

The study examines the effect of the Post-divorce Psychological Support Program (PDPSP) on the adjustment levels of divorced individuals. The program developed by the researchers was conducted with a group of 8 divorced women. This research was designed according to a quasi-experimental method with an unequalized control group model. 55 participants were called to pre-interview, and 16 of them were selected according to the eligibility criteria. The group was divided into two randomly, group A was assigned as experimental, and group B was noted as the control group. The 11-week program (PDPSP) was applied to the experimental group, at the end of the time, the Fisher's Divorce Adjustment Scale was given to the groups again. The study revealed that PDPSP was found to be effective on the individuals' level of adjustment to divorce. Professionals working with divorced individuals can benefit from this program.

In Manitoba, more than half of marriages end with divorce. Many of these families include children. This article addresses the need for school counsellors to understand the impact that divorce has on children's lives. Children require a method to deal with unresolved feelings related to divorce. A school counsellor can support children through the separation process by examining how divorcing parents' decisions disrupt the family system, understanding how children progress through the post-divorce developmental tasks, and exploring possible therapeutic approaches.

Financial professionals involved in divorce proceedings, whether for a client or an attorney, often use software to project the ability of a dependent spouse to earn income off of her separate estate. These projections have historically relied on static inputs and use a Monte Carlo simulation to illustrate the paths a portfolio might take. Within this study, the effects on dynamic income and expense changes on outcomes were examined. A comparison was made between the traditional Monte Carlo methods and Markov Chain Monte Carlo (MCMC) methods. Results using MCMC methods more closely approximated investment return distribution, and illustrated investable assets were the primary driver of long-term success, and not items such as spousal or child support. Practical implications for financial professionals, family law attorneys, judges, and clients are discussed as well as opportunities for future research.

The COVID-19 pandemic brought the learning process into the home and family space, such that parent marital status can affect the student's studies. These circumstances might pose a challenge for students in general and in particular for those coping, in addition to COVID-19, with family difficulties such as their parents' divorce. Hence, it is necessary to examine how family situations affect students' functioning and motivation to study. The current study seeks to address the issue of motivation to study among children of divorced parents versus children of married parents, particularly following the effects of distance learning during COVID-19. This is a pilot study that explores the association between motivation to study in a time of crisis (COVID), which requires a new (digital) study skill, and familial status, family support. In order to relate to this issue, we conducted a study among 148 respondents, school children aged 12-18. Forty-three percent of the respondents were children of divorced parents, while 52.7% were the children of married parents. Through questionnaires, these respondents addressed their parents' marital status and their attitude to distance versus face-to-face learning. The study also addressed the motivation of these teenagers to study and the association between the different learning methods and parent marital status. The research findings indicate that children of divorced parents have lower intrinsic motivation than children of married parents. It was also found that the variable most influencing motivation to study is learning in the face-to-face method, at 17.1%. A decline in motivation in general, and higher extrinsic motivation among children of divorced parents, derive mainly from parent marital status and the complexities stemming from parents' divorce. The unstable psychological state of children of divorced parents, both in general and during COVID-19 in particular, affect the level of motivation to study. The findings of the current study indicate the complexities experienced by students during distance learning, their preferences for a certain study method, whether face-to-face or online, and their motivating factors, whether extrinsic or intrinsic. In addition, the study indicated the significance of family support, with its complexities. The research findings may have considerable consequences for the coping of students from different types of families, in normal times in general and in times of crisis in particular.

Virtually, all large-scale family surveys in the United States and Europe have yielded a positive view of family ties in contemporary societies. The present study examines whether surveys like these are affected by selective nonresponse. Are people with negative family ties less likely to participate in surveys, and if so, to what extent does this yield a biased descriptive view of family solidarity? Using a novel multiactor design with matched register data, we examine the determinants of nonresponse of the parents of adult children aged 25-45 in the Netherlands. Our analysis reveals significant effects of the strength of parent-child ties on parental nonresponse, especially for fathers. Moreover, we find negative effects of divorce on father's participation and this effect is stronger when family ties are weak. While these findings support the hypothesis of selective nonresponse, the magnitude of the effects is small and descriptive findings on family ties change only modestly when correcting for selective nonresponse.

We used a mixed-methods online survey to recruit 616 young Australians whose parents had separated, to understand their experiences and how to better support them throughout the separation process. Persistent themes included conflict, lack of communication and agency, mental health concerns, and feelings of confusion, frustration, loss, and grief. Some suggested it would have been useful to talk about reasons for the separation, their rights, opinions and feelings, with some indicating the separation process affected their ongoing mental health and relationships. There was a general preference for face-to-face counseling, closely followed by online counseling and online peer-to-peer support, indicating that a "one size fits all" approach is not suitable for young people. Young people should be offered services early in the separation process that can be extended in content to other issues such as new partners, school life and mental health, and continued beyond the timeframe of the separation process.

The aim of this study is to examine the effect of psycho-education programme based on structured play therapy on the depression and adjustment levels of divorced family children. A structured play therapy psycho-education programme was applied to the experimental group in the research that was carried out with the participation of 16 child between the ages of 9-12 whose parents were divorced. In the study, a semi-experimental design was used in 2X3 (experimental-control group X pre-test/post-test/follow-up test). As a result of the research, it was found that the psycho-education programme developed based on structured play therapy was effective in increasing divorce adjustment levels of 9-12-year olds children whose parents divorced and reduced their depression levels.

Although divorce education programming is prevalent, research on how programs benefit certain ethnic groups is sparse. Addressing this research gap is important given the increasing ethnic diversity in the United States. In the current study, we applied a mixed-methods approach to examine the experiences of divorcing/separating Latinx parents (n = 371) who participated in a one-hour court-mandated, online divorce education program. Quantitative analyses revealed an improved understanding of divorce-related topics and positive coparenting practices for both men and women. Qualitative analyses indicated increased awareness of the negative impact that divorce can have on child well-being. Participants also noted their appreciation for access to information on various subjects related to divorce, and the opportunity to develop coparenting skills. Implications for facilitating divorce education programs for parents from historically underrepresented groups are discussed.

This research is a descriptive study aimed at comparing the value acquisitions of children of divorced and non-divorced parents. The study consists of 57,296 children who attended pre-school education in Ankara, in 2018. Of this sample was 54 divorced families and 4-5 year-old children of the same class and of the same socio-economic level and gender, who agreed to work. In order to reveal the compatibility of the data for normal distribution in the statistical analysis, Shapiro Wilks's test was used due to the unit of numbers. The Spearman's correlation coefficient was used in the relationships between data that did not emanate from the normal distribution. When analyzing the differences between the groups, Mann-Whitney U Test was used in cases where the variables did not come from the normal distribution. As a result of the Spearman's correlation coefficient analysis, the relationship between total scores obtained in the forms which applied to families, teachers and children in order to determine the value levels of children in both divorced and non-divorced families, was completely positive. And the scores obtained from teacher-child forms in all children from divorced family, and non-divorced family was significant and positive. As a result of the research, according to the results from the family-child and teacher form, as regards friendship/sharing, honesty, co-operation, respect and responsibility value, the average scores of children from non-divorced families were higher than the average scores of children from divorced families.

Loneliness can be deemed as a social deficiency. Loneliness discloses the relationship between the desired and achieved a level of social interaction. Loneliness is not linked with social isolation, solitude, or aloneness. When low levels of social contact are desired, they may be experienced as positive. Loneliness is associated with mental illness. Loneliness is an emotionally unpleasant experience. It causes dissatisfaction, unhappiness, and depression. Anxiety, emptiness, boredom, restlessness, and marginality are the offshoot of loneliness. Divorce and the breakup of dating relationships are all associated with loneliness. Physical separation from family and friends drives one at risk for loneliness. Retirement, unemployment, and reduced satisfaction may also precipitate loneliness.

This study aims to design and implement a speaking task model following the principles of Task-Based Language Teaching (TBLT) and Critical Thinking (CT). The study mainly investigated to what extent the use of critical thinking standards had an impact on the students' oral performance with respect to the linguistic trilogy of fluency, accuracy, and complexity. Experimental research design was conducted to examine the differences in research foci between the non-treatment and treatment groups. Data were drawn from 16 students of the English Language Teaching department and collected through the designed task rubric, speech samples, and semi-structured interview protocols. The findings indicated that adherence to relevant intellectual standards in reasoning-gap tasks had a positive effect on the oral performance of the speakers of the target language. Additionally, concerning two linguistic dimensions of accuracy (p=0.00) and complexity (p=0.00), MANOVA results showed a statistically significant difference between two main research groups. Based on the semi-structured interview findings, all participants in the treatment group reported positive views regarding their learning experiences and oral performance supported with critically enhanced reasoning-gap tasks. This study proposes language teachers a synthesized TBLT model enhanced with critical thinking standards. With this task model, suggested pre-task plan, and speaking rubric, they can boost their students' intellectual agility and make them more intellectually and linguistically active in their oral performance.

The aim of this study is to determine the effect of Psycho-drama Integrated Psycho-Education Program (PIPP) on divorce adaptation and resilience scores of children of divorced families. In this study, a 2x3 design with experimental and control groups and having pre-test, post-test and follow-up measurements was used. Nonparametric statistics were used in the analysis of the obtained data. Mann Whitney U test was adopted to determine the significance of the difference between the groups and Wilcoxon Signed-Ranks Test was utilized to find the significance of the difference between the measurements. The Child's Divorce Adjustment Inventory, Child and Youth Resilience Measure and Personal Information Form were used as data collection tools. Based on the results, it was seen that the PIPP had a highly significant effect on the increase in adaptation and resilience scores of children of divorced families and this effect was long-lasting.

This study aims to examine the anxiety and internet addiction levels of divorced and married individuals. In this study, a statistically significant difference was found between the anxiety and internet addiction levels of married and divorced individuals, where the divorced persons had higher levels of anxiety and internet addiction than the married ones. No statistically significant difference was found between the anxiety and internet addiction levels of divorced and married individuals by gender. However, a statistically significant difference was determined between the anxiety levels of married individuals with respect to gender, where the females had higher anxiety levels than the males. In addition, no statistically significant difference was found between the anxiety and internet addiction levels of divorced individuals with respect to status of having children, whereas the level of internet addiction in married individuals varied statistically significantly according to this variable. It was noteworthy that individuals without children had significantly higher levels of internet addiction than those with children.

Coercion theory well characterizes the behavioral aspects that often lead to dysfunctional family processes. Recent conceptualizations have incorporated emotion into models of coercive interactions, yet empirical evidence has been limited. In this study, repeated measures of mother-child dyads (N = 319) were assessed over the course of 2 years to examine whether within-mother (i.e., intraindividual) levels of aversion sensitivity--their negative emotional arousal when faced with aversive child behavior--are associated with four known components of coercive parent-child interactions: initiation, length, frequency, and the tendency to end the negative cycle. During multiple assessments over 2 years, conflictual conversations between newly divorced mothers (M[subscript baseline age] = 36.8, SD[subscript baseline age] = 6.6; 64% non-Hispanic White) and their 4- to 11-year-old children (M [subscript baseline age] = 7.77, SD[subscript baseline age] = 2.0; 52% female) were observed and microcoded. Forty-seven observed child behaviors were ranked from low to high aversive. Mothers' general rates of negative emotional expression and the rates at which their negative expression increased as children's behavior became increasingly aversive (i.e., their aversion sensitivity) were recorded. Results were consistent with coercion theory, revealing significant within-dyad associations between mothers' aversion sensitivity and all four components of coercive parent-child interactions. These findings suggest the importance of understanding the functions that parents' intraindividual emotional processes have in difficult, coercive family processes. Understanding such processes holds promise for clarifying how to intervene to reduce parent-child interactions known to be problematic for children's development.

Reflecting on the Sustainable Development Agenda 2030, which emphasises that progress in sustainable development depends on ensuring prosperity, and in line with the Sustainable Development Goal 3, which aims to promote the well-being of all age groups, including children, this study aims to examine the child's legitimate right to communicate with both parents in the context of divorce and support arrangements. Filling the gaps in previous research, our research problem is focused on analysing the impact on sustainability, the child's emotional well-being and the protection of the child's rights in the situation of parental divorce. Following the emergent approach, an instrumental case study design and a qualitative research strategy were employed using methods such as content analysis of legal documents and semi-structured interviews. The research questions addressed two dimensions of the analysis: the factors contributing to the exercise of the child's right to communicate with the separated parent; and violations of the child's rights where the child's right to communicate with both parents is not properly ensured or not at all ensured. The results of this study reveal that the parent living with the child after the divorce acts contrary to the best interests of the child, denying the child's inherent right to be raised and educated by both parents.

Theory and research have described developmental processes leading to damaged parent-child relationships, such as those that occur during a divorce. However, scholars dispute the scientific status of the literature on children who form unhealthy alliances with one parent against the other-termed parental alienation (PA). This comprehensive literature review tests competing descriptions of the PA literature. Accessing four electronic databases, we identified 213 documents with empirical data on PA published in 10 languages through December 2020. The results confirmed that the current state of PA scholarship meets three criteria of a maturing field of scientific inquiry: an expanding literature, a shift toward quantitative studies, and a growing body of research that tests theory-generated hypotheses. Nearly 40% of the PA literature has been published since 2016, establishing that PA research has moved beyond an early stage of scientific development and has produced a scientifically trustworthy knowledge base. This literature review documents the value of multiple research methodologies to this knowledge base. In addition, the growing body of research described in this review enhances our understanding of the association between interparental conflict and the breakdown of parent-child relationships in families where conflict differentially affects children's relationship with and behavior toward each parent.

Children experience grief and loss from death, divorce, parental incarceration, and similar situations of being placed in foster care or adoption. These youths may be challenged in recovery due to lacking the necessary life experience and coping skills. They may also lack the appropriate support networks to work through their grief as their remaining parent or family members may be too grieved to be of assistance. Peers, can even distance themselves out of inability to understand the experience. Children are at risk for developing psychological difficulties that can manifest into psychiatric disorders when lacking coping skills. Therefore, it is critical for parents, teachers, pastors, and other influential adults to recognize the risk factors associated with complicated or unresolved grief. It is also important to remember the child's developmental age and stage when considering how to help. Some therapy techniques have been found helpful such as motivational interviewing, therapy that also includes a parent or guardian, group therapy, and grief support groups. It is necessary for adults to develop open and honest lines of communication with the child, ensuring that he feels safe expressing how he feels. Lastly, helping in grief and loss can cause secondary trauma. Self-care is vital for anyone helping work the grieving process.

The aim of this paper will be the presentation of an alternative, a deeper one compared to the popular measure of the standard of living, which is HDI, a measure of the socio-economic development of residents of the European Union. In this article the synthetic index of the socioeconomic development of the European Union countries will be presented. It will be calculated through the use of the following determinants: 'Economy and Finance', 'Science and Technology', 'Health', 'Education' and 'Living Condition'. This index of the socio-economic development of residents of the European Union countries will be created as an arithmetic mean of indicators counted for particular determinants. The index, which will be created, is treated as a modified Human Development Index due to the fact that it will be completed with the added information.

Teachers who are married to other teachers within a school district often experience their personal life events in full view of the school community. How should a principal respond when a math teacher wants to leave due to her divorce, knowing that math teachers are hard to find? Challenges in this case for campus principals and human resource administrators include (a) hiring high-quality teachers in a tight labor pool, (b) providing new teacher induction, and (c) evaluating and responding to performance issues of teachers during times of high emotional stress.

This paper considers how complex family circumstances such as parental separation, custody disputes and family violence intersect with the organisational cultures and everyday practices of schools. In particular, we are concerned with the ways that coercive control -- a strategy used predominantly by men to dominate, control and oppress women in the context of intimate partner relationships -- can be deployed to manipulate and coerce the organisational networks of schools into furthering abusive agendas. Informed by cultural theory and research from sociology of education, legal studies, criminology and family violence, we show how what we term the 'coercion of organisational networks' (CON) both relies upon and exploits systemic misogyny and gendered unequal relations of power. These issues underpin institutional strategies often used by schools to keep parents -- and mothers, in particular -- at a distance. When affected by separation, divorce and family violence, being positioned in problematic terms can create additional risks for women and children. We argue that without adequate understandings of coercive control as practices within a broader constellation of systemic misogyny and gender inequalities, and in the absence of organisational cultures committed to addressing these, schools are considered complicit in perpetuating family violence and its effects.

In the current era of more extreme political and religious views coming into the mainstream, this paper investigates whether party affiliation is associated with the concept of religious morality more than political ideology. To answer this research question, we construct an empirical scale of religious morality based on data from opinion polls, which remain among the most efficient and widespread survey methods to capture psycho-social data at large scales. Classification models, using ideology and religious morality as predictors, respectively, were compared on their performance in predicting party affiliation. Response data on just four questions from a national opinion poll were used to demonstrate the viability of constructing a parametric scale using item response modeling approaches. Results show that even with 'small data', a measurement-based and data-driven approach can produce classification models that are both statistically precise and accurate. Finally, we discuss the findings and the implications for both politics and psycho-social measurement.

Objective: This study is performed to examine the attitudes regarding marriage, family, and premarital sex among the students of different majors. Participants: Four hundred fifty-seven students from four majors studying Medical Sciences, Arts, Humanities, and Mathematics/Engineering within the age range of 18- to 24-year old. Method: Participants were selected from different universities in Tehran using stratified nonprobability sampling method. Attitudes of our participants were examined using the premarital sexual, marital, child-rearing, and family attitude Survey and demographic variables, including major, age, gender, religious beliefs, family socioeconomic level, and marital status were evaluated. Results: Most of the results of the survey showed significant differences between different majors. Art students were open to premarital sex more than other students and believed that premarital sex would cause no harm in reputation for females. By contrast, Medical sciences students had the highest agreement regarding the bad influence on the reputation of females because of premarital sex and also regarding men's tendency to virgin girls. Art students mostly approved the acceleration of the divorce process while the highest disapproval in this regard was reported from Medical sciences students. Conclusion: Art students' beliefs about premarital sex were more liberal, while Medical sciences students' beliefs in this matter were more conservative.

Purpose: Divorce has negative effects on children, although emotions that children experience after parental divorce are open to different interpretations. Accordingly, this study was conducted to explore loneliness in children of divorce. Design/methodology/approach: A constructivist grounded theory study was carried out through the lens of definitive guidelines provided by Charmaz (2006). The participants were 15 female children aged 11-12 years, who were purposively selected. Data were collected using semi-structured interviews and memos. To analyze data, the authors used four coding techniques, including initial, focused, axial, and theoretical coding. Also, to examine the links between the identified themes, the authors focused on three factors: conditions, actions/interactions, and consequences. Findings: The analysis of the obtained data through the above-mentioned stages led to the identification of three main themes, including parental unavailability, rejection, and mistrust, which shaped children's experience of loneliness through lack of physical access, lack of emotional access, low levels of parental expectations, lack of supervision, absence of belongingness, being ignored, pessimistic views, and insecure relationships. Originality/value: As was suggested by attachment theory, children of divorce lost their attachment bonds with their parents that intensified their perception of loneliness and negatively affected their social and academic performance. It was revealed that, effects of divorce went beyond the loss of the attachment bonds in families because our participants talked about their relationships with peers and their position in a society, where divorce carries the social stigma and children of divorced mother are marginalized.

We examined the prototype v. revisionist models of attachment stability with a five-wave, 6-year, longitudinal study of attachment security from middle childhood to adolescence in a White Western European sample (N = 157; Wave 1 M[subscript age] = 10.91, SD = 0.87; 52% female). Attachment was assessed using both questionnaire (Experiences in Close Relationships) and narrative-based measures (Attachment Script Assessment). In addition, a set of potential moderators of prototype-like stability were examined. Results indicated that data from both attachment assessments best fit the prototype model. Moderator analyses indicated that male sex significantly undermined the influence of an attachment prototype and parent-child conflict and parental divorce enhanced the influence of an attachment prototype on stability.

This paper considers the importance parents place on engaging with children's schools following the dissolution of parental intimate partner relationships. These periods of family transition typically involve many changes to everyday life, and can be complicated by tensions, disputes and competing agendas between parties. During such times, school staff may be unaware of family circumstances, uncomfortable about being privy to what many consider private matters, or unsure of their responsibilities based on the information available to them. For parents, however, the link between home and school can be a critical aspect of maintaining community connections and supporting children's learning and wellbeing during a time of personal and family upheaval. Here we draw on in-depth interviews with four Australian parents, whose experiences highlight how gendered norms and assumptions that underpin everyday school activities and practices can create exclusions and additional demands for families in need of sensitivity, safety and support.

The objective of this research is to examine the social behaviours of 4 age group pre-school children whose parents are married and divorced according to teacher opinions. Screening model method has been used at this research which is one of the descriptive research methods. The study group of this research was created totally 691 children. As a result of the study, it was found that the children whose parents were divorced had higher levels of physical aggression, relational aggression and depressive emotions, and their positive social behaviour levels were lower than the children whose parents were married. It is recommended that parents' education gets stronger in pre-school education programmes and that prospective teachers are provided with quality learning environments. Thus, it will be possible to integrate the necessary opportunities into the teaching practice in the education process.

Divorce often creates significant stress that can have an impact on parent-child relationship satisfaction. The purpose of this study was to examine the predictive relationship between parental stress as measured by the Parenting Stress Index, 4th Edition, Short Form (PSI-4-SF) and the parent-child relationship satisfaction as measured by the Parent-Child Relationship Inventory (PCRI) following a separation or divorce. A sample of 17 recently separated or divorced, custodial mothers who had at least one child between the ages 5-13 years were recruited through local schools. Participants completed the PSI-4-SF, the PCRI, and a demographics questionnaire online. A correlation and regression analysis were conducted to analyze the relationship between parental stress and the level of parent-child relationship satisfaction, which was found to possess a significant negative relationship. The stress of the mother was found to affect the parent-child relationship. Neither child gender or child age influenced the relationship between parental stress and parent-child relationship satisfaction. However, mother's with sons reported higher parental satisfaction than mothers with daughters.

Tension and anxiety is the common phenomena among the students of modern generation. These students go through stress due to personal, psychosocial, familial, and academic matters. Some of the common ones which substantially impact their lives like family disputes, academic challenges, parental conflicts, financial concerns, social isolation and interpersonal matters, parental separation and divorce, separation from family, and reduced support system. Untiring conflicts between the parents weaken the lifelong marriage contract to the verge of breakdown, where both the life partners determine to go for the option of divorce. This creates traumatic and nerve wracking atmosphere at home and the children are mostly affected by this decision and are torn between the parents. They undergo persistent mental pressure, which can have substantial physical, psychological, psychosocial impact on the student's wellbeing as well as on their academic performance graph.

Background and Aim of Study: A Family is social unit of two or more people related by blood, marriage, or adoption and having a shared commitment to the mutual relationship. The definition of single parent is someone who has a child or children but no husband, wife, or partner who lives with them. Death of a partner and divorce are main causes of being single parent. Children are affected by divorce in many different ways, varying by the circumstances and age of the child. Children whose ages are seven to twelve are much better at expressing emotions and accepting parentage breakage, but often distrust their parents, rely on outside help and support for encouragement, and may manifest social and academic problems. The aim of the study: to find out teachers opinion of single parents' students' behavioral tendency. Material and Methods: This qualitative study represents 30 teachers' opinions on single parent students' problems. Results: Not only in deep theoretical framework but also recent studies underline the importance of healthy family relation on child wellbeing. Every child may have potential for single parent in nowadays society. Experienced elementary teachers claim that single parent students are more submissive and aggressive. In addition of this, they are less assertive when comparing to their two parents counterparts. Conclusions: Not only school psychologists and guidance practitioners but also teachers and school principles should be aware of the potential single parent students' needs. Being more assertive or aggressive creates fewer opportunity for single parent students. Productive society will be raised with only equal sublimation of all children's developments.

Developmental scholars, parents, and policymakers alike have long heralded the opening years of life as disproportionately influential. Recent work on adolescence has revealed, however, greater influence of these later years--but without considering how experience during these two periods interact. We address this issue by studying adverse experiences (e.g., parental divorce, incarceration) measured at ages 0-5 years and 13-18 years on problematic development at 18-19 years (e.g., criminal behavior, disconnection from school and work) on 363,444 Danish siblings. Given multiple possible interaction patterns, no predictions were advanced. The extent to which adverse experiences in early childhood impact future problematic development depends on level of adversity experienced in adolescence: Only when exposure to adversity in adolescence was limited did greater early life adversity predict poorer future outcomes. Otherwise, adolescent adversity swamped effects of early life adversity. Results are discussed in terms of the design and context of the research.

This paper presents a case study of one mother's experience of engaging with her children's schools after leaving a long-term relationship characterised by years of family violence perpetrated by the children's father. We interviewed Bernadette as part of an ongoing study of parents' experiences of school engagement during family separation and divorce. Her family circumstances and the role the children's schools played in that story merit consideration by educators, school leaders and education policy makers. Informed by theories of everyday cultural practices and sociological studies of gendered power relations in education, we argue that gender politics and organisational strategies for keeping parents 'in their place' can significantly contribute to systemic failures and school cultures that reinscribe the effects of family violence.

The aim of this study is to reveal the meanings university students attribute to marriage. The sample of the study consists of 14 final year students (7 males and 7 females), whose ages range between 22 and 32, studying in the Education Faculty at Ege University. The study is of "phenomenological research design". "Semi-structured interview forms": were used as the data collection tool of the study. The data was analyzed with content analysis based on the inductive analysis method. Themes were constituted out of the codes. The analysis results suggest that marriage mostly evokes positive emotions among the participants; the premarital phase consists of "self-knowledge", "choosing the right life partner" and "deciding to marry stages", and students emphasized social relations, financial issues, relationship with family of origin, communication and roles in the marriage in association with the marriage process. According to the final year students, the unchanged but definitive constructs of marriage are "deciding on marriage", "key elements of marriage" and "marriage dynamics". The study results were also discussed in relation to the literature and some implications were suggested.

Teachers are well-positioned to play a critical role in fostering resiliency in children of divorce and to assist in reducing the risk for adjustment problems. The purpose of this study was to determine whether preservice early childhood teachers have the awareness of the stress responses and effects of parental divorce on their students. Early childhood preservice teachers responded to questionnaires that asked about awareness of the effects of a parental divorce on a child and awareness of the stress responses exhibited by a child due to a parental divorce. Results indicate that preservice teachers had moderate awareness about children's normative stress responses and those who had a high sense of efficacy had a moderate positive correlation with their overall awareness of atypical behaviors in children of divorce. Preservice teachers with personal experience of parental divorce had a lower level of awareness of the stress responses and effects of divorce than those who had not experienced a parental divorce. Participants closer to completing the teacher preparation program had significantly higher awareness of the effects on and stress responses that children can exhibit due to a parental divorce. Discussion and implications for preservice teachers are presented

The use of the multiaxial dimensions of the DC:0-5 classification system during the assessment process provides an organizing framework for understanding the impact of family relationships on a child's functioning. In this article, the authors describe an assessment with a high-conflict family and how contrasting the impact of parental conflict with the strengths of each parent provided deeper insight into the child's and family's needs and opportunities. The authors highlight the interplay between reflective inquiry during an assessment, and the role of assessment in the earliest steps of intervention.

Parental separation not only impacts on family relationships, it also has implications for a child's school life and opportunity to learn. However, there is little understanding of how children of separated parents navigate the relationship between home and school. This paper reports findings from discussions with education professionals in English schools about their experience of issues children of separated parents face as they move between home and school. Schools are seen as safe spaces where children who 'have less supportive home lives' can access support to promote their emotional wellbeing (DfE, 2018, p13). This study found staff in primary school tended to be knowledgeable about children's situations, whereas in secondary school, issues came to attention only when parent(s) contacted the school, or through achild's behaviour. Good parental communication was seen as significant in enabling children to move between home and school with ease. Where parental conflict 'spilled over' into schools, staff became aware of the child's situation but did not always feel able to provide appropriate support. If children wanted to talk about their family situation with someone in school, professionals thought they should have this opportunity but questioned whether staff had appropriate knowledge and skills. The paper considers ways in which staff might support these children through the introduction of awhole school approach, the new Relationships Education curriculum, small group work and work with parents. The framework for understanding children's accommodation of parental separation was considered auseful tool that could support this work (Kay-Flowers, 2019a).

This study aimed to examine the perceptions of preschool teachers regarding their work with divorced parents. In-depth, semi-structured qualitative interviews with 15 preschool teachers were conducted. The findings show that preschool teachers devote twice as much time to communicating with divorced parents than with married parents. Furthermore, the teachers tend to identify with one of the parents. When divorced parents are in an acute state of conflict, the teachers must bridge between them, experiencing emotional distress as a result. Despite this major emotional load and feelings of confusion and helplessness, preschool teachers receive very little support, most of it informal.

This longitudinal study examines three female Chinese students' responses to Ibsen's A Doll's House at a Hong Kong university. We interviewed them about their attitudes towards dating, marriage and divorce, before reading the play; we then elicited responses to a first reading. Finally, we interviewed them after six hours of class discussion. Seven years later, we interviewed the same students about their memory of the play and any moment in that time when they might have recalled it in relation to their own experience. We found the terminology recently proposed by Koek et al. for discussing self-reflection in the study of literature effective in making sense of our data. Their proposed categories of de-automatisation and (re)construction represent processes that are demonstrably present in our interview data. In addition, our data suggest a particular role for metaphor in remembering not only meaning but also the dynamic change of meaning within the play.

The hypothesis that the concurrent associations between friendship features and friendship satisfaction are moderated by security-related experiences within the family was examined with two sets of analyses conducted with a sample of fifth- and sixth-grade students (M = 10.87, SD = 0.73, range 10-13 years). The main hypothesis of the study was that friendship security would be more important for friendship satisfaction when security within the family was low. The first analysis (N = 409) showed that the association between friendship security and friendship satisfaction was stronger when security with mothers was low rather than high. A second analysis (N = 266) showed that this association was stronger for children from divorced families than from intact families. Findings observed with other aspects of friendship (e.g., intimacy) appeared to be weaker than those observed with friendship security, and they were not moderated by family-related measures. These findings show that the importance of friendship security as a source of friendship satisfaction varies as a function of experience in other relationship systems.

The main aim of this research is to compare the social behavior of children according to the teacher interviews. Screening model method has been used at this research which is one of the descriptive research methods. The study group of this research was created totally 691 children, from the age group of 4, which were observed at least 8 weeks objectively by 52 school teachers at 42 preschools in Nicosia, Kyrenia, Guzelyurt, Famagusta and Iskele which are under the Ministry of National Education of TRNC in the academic year of 2014-2015. In order to reach the demographics of the children of the study group: "Preschool Social Behaviour Questionnaire Form For Teachers" has been used to measures the children, school and family information form, relational aggression, physical aggression, prosocial behaviour and depressive feelings of age 4 group of preschool children. The data obtained through the surveys have been transmitted to the computer environment and in order to analyze the data, Statistical Package for the Social Sciences (SPSS) 20.0 for Windows Evolution version has been used. Frequency tables were used to tell the demographic characteristics on children of the research and the social behavior in preschool scale and to realize the cyclic of their behaviour. The static identifier has been given on preschool children's social behavior scale general and their scores than the average size of the subscale, standard deviation, minimum and maximum statics as identifier. According to the research findings: children with divorced parents compared to children with married parents have higher behavior of physical aggression, behavior of relational aggression and the show of depressive feelings besides lower levels of positive social behaviors.

Personality predicts how we interact with others, what partners we have, and how happy and lasting our romantic relationships are. At the same time, our experiences in these relationships may affect our personality. Who experiences specific major relationship events, and how do these events relate to personality development? We examined this issue based on data from a nationally representative household panel study from Germany (N = 49,932). In this study, the occurrence of major relationship events (moving in with a partner, marriage, separation, and divorce) was assessed yearly, and the Big Five personality traits were measured repeatedly in 2005, 2009, 2013, and 2017 with the short version of the Big Five Inventory. We applied multilevel analyses to simultaneously model selection effects as well as different types of personality changes in the years before and after these events in the total sample and separately in women and men. Our findings revealed that less agreeable individuals were more likely to experience each of the examined relationship events. Moreover, each event was associated with personality changes, which only occurred after (not before) these events and considerably varied by event and gender. Individuals who moved in with a partner, got married, or separated from a partner primarily experienced changes in openness in the first year thereafter, and individuals who separated from a partner or got divorced became less emotionally stable in the following years. However, there was little evidence for "maturation" effects, except that individuals who moved in with a partner (especially men) became more conscientious in the following years.