Long-Term Impact of Divorce on Childrens - Research Paper Example

Discuss the Research on the immediate and Long-Term Impact of Divorce on Children’s Lives In the United States, it is estimated that close to a half of all new marriages is expected to end in divorce. This proportion has doubled in the last three decades. In Europe, there has been also an increase in divorce rates in the past years. These rates of divorce are expected to increase and continue even further. In the last decades, several studies have been done on the effects of divorce on children. However, it is apparent that the impact of divorce on children relies on several interacting factors such as psychological, cultural, and economic factors (Jonsson et al., 2000). Immediate Impact of Divorce on Children Research done indicates that divorce is linked with difficulties among the children involved. These difficulties (academic and emotional difficulties, increased substance use, and adjustment and conduct problems) are prone in children with divorced parents than in children with intact families (Jonsson et al., 2000). Several research findings indicate that there is an association between children’s psychological and social well-being and parental divorce. Despite the fact that it is hard to determine causality, there is enough evidence to believe that the relationship is not spurious but casual (Loucks, 2009). Children with divorced parents do not perform better in academic tests than those from parents who are not divorced. However, it is worth to note that it is not divorcing per se that leads to poor academic performance in children from divorced parents; there are other factors like parental conflict and other family stressors present. On the other hand, there remains a link between academic achievement and family structure. Whether the link is because of divorce itself or additional factors, is a subject for more study. In addition, research shows that parental divorce has negative consequences on the parent-child relationship. For instance, there are consistent research findings indicating that divorce has “the most negative effects on the relationships between noncustodial fathers and their children” (Loucks, 2009, p9). Long-Term Impacts Findings from a number of research studies show that certain effects of divorce are quite constant even when wide varieties of pre-divorce conditions are considered. For instance, research indicates that problematic relations associated with divorce between the parent and the child persists throughout the lifetime. At times, children can experience sleeper effect. They recover rather quickly after divorce and due to the denied feelings at the subconscious level; feelings concerning the divorce may appear at some point later in their life. Sleeper effect is a form of delayed reaction or response. Professional counselors suggest that childhood traumatic experiences can be repressed in the subconscious. For instance, physical abuse or sexual abuse can be forgotten for several years and emerge at some point later in life. The same scenario can occur when the trauma is caused by divorce (Matthews, 2007). Other researchers indicate that following a divorce, most of the children express anxiety, dependency, withdrawal, lowered academic performance, precocious sexual behavior, substance abuse, reduced physical health, distractibility, aggression, nightmares, and depression. Although these problems disappear after a few years in most children, they can have a lasting impact that extends into adulthood. Researchers state that experiencing divorce during one’s childhood is a risk factor for the majority of the problems in one’s adult life. These risk factors include marital instability, reduced occupational attainment, and maladjustment (Dunn, Hammer, and Weiten, 2011). Despite the fact that most young adults come to understand that divorce is a wise decision made by the parents, majority of them are critical of both parents for failing to avoid a misguided marriage. These young adults are particularly critical of their parents for failing to rectify the mistake before their birth. Although they describe themselves as having appeared more independent and stronger because of their parents’ divorce, it is important to note that there are some negative qualities to their statements. Physically, the children report poor physical health in comparison to children from intact families (Matthews, 2007). Emotionally, they show persistent problems with a number of things such as fears of abandonment, rejection, loss, and betrayal. These children also experience (a) resentment, hostility, and anger, (b) rising anxiety in the late teens and early twenties, (c) depression in young adulthood, (d) low life satisfaction, and (e) life-long susceptibility to the experience of loss. Socially, the relationship of the children in adulthood is affected as follows: earlier sexual intercourse, delinquent behaviors, lower socioeconomic status, less trust in the future partner or spouse, fear of intimacy and commitment, and reduction in the capability to maintain and develop dating relationships and supportive friendships (Matthews, 2007). In other words, the research findings indicate that divorce affects their social, emotional, and physical well-being. Suggestions to a Teacher Who Has A Few Children in Her Class Whose Parents Are Divorced Within the Last Two Years It is common for children to experience distress in the first two years after the divorce. However, schools can play a significant role in assisting the children to make a positive adjustment following their parent’s divorce. Through collaboration with the school and families, a network can be formed which supports the development of the child in a healthy way. There are four important components for effective family-school relationships, and they include approach, attitudes, atmosphere, and action. The approach framework emphasizes schools and families to work together in ensuring that the child’s succeeds in school. The framework contains three things (a) appreciating family strengths, (b) mutual problem-solving and (c) two-way communication (Leon, 2010). Attitudes can promote partnership or develop a barrier to the partnership. In order to develop partnerships with the parents, it is important for the teacher to view the parent’s involvement as a continuum rather than a category (that is the uninvolved vs. involved). It is important for the teacher to be aware of the parent’s attitude, which varies from being overly involved to avoiding involvement. An important part of “supporting divorced parents and their children is creating an atmosphere that welcomes all type of families and encourages involvement of all adults that play an important role in the child’s life” (Leon, 2010, p2). Creating a good atmosphere involves communicating with both parents, engaging the nonresidential parent in school activities, and sensitivity to family diversity. Action can involve offering resources to enhance positive relationship between the child and the parent (Leon, 2010). References Dunn, D. S., Hammer, E. Y. & Weiten, W. (2011). Psychology applied to modern life: Adjustment in the 21st century. Mason, OH: Cengage Learning. Jonsson, F. H., Njardvik, U., Olafsdottir, G. & Gretarsson, S. J. (2000). Parental divorce: Long-term effects on mental health, family relations and adult sexual behavior. Scandinavian Journal of Psychology, 41, 101-105. Leon, K. (2010). Helping children adjust to divorce: A guide for teachers. Columbia, MO: University of Missouri-Columbia. Loucks, J. R. (2009). Adult children’s experiences following mid to late life parental divorce. Ann Arbor, MI: ProQuest. Matthews, W. (2007). Long-effects of divorce on children. North Carolina: North Carolina Cooperative Extension Service. Read More