A. Please review/respond/correct the notes made to the attached research proposal.B. Develop the research proposal’s data analysis and reporting plan by revising the Results section. Revisit the pro

The Impact of Divorce on Children

HUB 670: Research Applications

National University, Online Program

Dr. Timothy Ruppert, Professor

Abstract

With the increasing rates of divorce witnessed across the globe over the last few decades, the number of single-parent families has increased exponentially relative to the conventional nuclear families. This research article provides a meta-analysis of empirical and theoretical literature and evidence investigating the physical, social, and emotional impacts of divorce on children. It digs deep into how children in different developmental stages are affected by divorce, and the roles parents play in diminishing the effects of divorce. In the research, which consists of 20 independent studies, numerous factors such as age, gender, social, economic status, and family discord have been used in addressing the issue. The literature reviewed indicates that children’s behavior and social integration within the society are greatly impacted by the structure of the families they came from. That is, divorce creates behavior problems, self-esteem issues and relationship issues for children when dealing with this major life change. However, this conclusion should be interpreted with caution since most of the empirical literature reviewed while coming up with it may have inherent methodological flaws. It is important to also note that one of the most influential components in the life of a child is family; the quality of the relationship that the teen maintains with the family unit will play a significant role in the formulation of behaviors. Moreover, the present proposal discusses the relevant theories and research papers related to the issue of divorce and its effects, particularly on children, and presents possible limitations and outcomes.

Keywords: Divorce, family, children, parents.

The Impact of Divorce on Children

Today , divorce is more common than lasting marriages. In the United States, 40 to 50% of marriages end in divorce (Marriage and Divorce, n.d.). Living in a broken home has become the norm for a substantial number of children. The figure of minors affected by divorce each year is staggering. More than a million children are involved in divorce annually (Beal & Hochman, 1991). Sadly, the effects of divorce on children are not considered by the parents until it is too late.

Typical in school-age and adolescent children is the desire or fantasy for parents to reunite, fear of abandonment by one or both parents, and/or feelings of responsibility for the divorce. The impact of divorce will also carry on in the adult life of the individual. Hence it is crucial to understand the impact that divorce has on children.

The primary objective is to investigate the impact of divorce on children’s attitudes and behavior by conducting a meta-analysis of 20 studies. The research is qualitative with the impact of divorce and children’s attitudes and behaviors being independent and dependent variables respectively. The study focuses more on the children’s experiences and feelings during times of parental separation. The purpose of the review was to explore children’s feelings and attitudes about their parents’ separation.

Based on the research, it is quite clear that children are affected negatively by divorce. This raises numerous questions from a third party’s perspective on the matter.

1. What is the effect of divorce on a children’s academic achievement and social relationships?

2. Is there any relationship between divorce and children’s short and long-term maladaptive behaviors?

3. Is there an age group that is more likely to be negatively impacted when their parents’ divorce?

In this section, an array of documented literature that relates to the impact of divorce on children is discussed. This section additionally highlights and acknowledges the findings from other researchers who have undertaken research in the same field of study. Through the review of the selected literature, this paper seeks to establish how children become victims of disagreements and the eventual divorce of their parents. The sections open with a review of theoretical literature relating to the impact of divorce on children followed by a review of empirical literature.

This theory which was developed by Harlow, Bowlby and Ainsworth contends that an individual’s behavior and lifetime conduct is greatly influenced by the kind and magnitude of attachment they have with those people that matter the most to them. Bowlby (2012), defines attachment as the strong bond that is first witnessed between a parent and his/her child and later manifested in contemporary and romantic relationships. This theory, therefore, concludes that destroying the engagement between a parent and the child through a divorce could interfere with a child’s moral stability and mode of conduct. However, some scholars disagree with this theory by arguing that divorce doesn’t necessarily result in emotional distress. Armistead et al. (1998), found that children in divorced families recorded the same average results as those from traditional nuclear families.

This theory which was developed by Albert Bandura argues that most human beings gain knowledge through modeling and observation. Bandura (1978), placed specific emphasis on the role of observation in the modeling of behaviors, attitudes, and emotions. From this perspective, it is common to argue that children who have witnessed either of their parents being abused and sometimes assaulted by the other may eventually develop a violent behavior. This because he/she may learn that problems should be confronted with violence as opposes to reflection and planning. This theory also emphasizes on the importance of role models and since parents are the initial and lasting role models of their children, their behavior and way of thinking may be taken by their children as a way of life.

Gender and child characteristics have been empirically found to determine the magnitude and intensity of the impact of divorce on children. However, there have been contradictory conclusions on how gender disparities among children in families facing divorce affect their psychological and physical post-divorce adjustment. Some researchers have found that boys face more problems in divorcing families than girls. For instance, Kurdek (1987) conducted a study on how children adjust after the divorce of their parents. The study found out that boys experienced higher ecological difficulties accepting the new realities and most of them end up engaging in unsafe and unacceptable behavior such as drug abuse.

Other studies, however, indicate that girls experience the most negative effects after a divorce. Frost & Pakiz , (1990), in their article “the effects of marital disruption on adolescents”, argued that girls who witness the divorce of their parents may undergo some very depressing moments and most of them may end up resolving never to trust men if they perceive their father to be at fault.

Additionally, other studies have found no differences in the impact of divorce on children based on their gender. Kaye (1989), found out that children from families undergoing marital disruption and the eventual case of divorce generally produced poor results on achievement tests compared to their counterparts whose families were relatively stable and intact. However, how well the children adjust after some time is dependent upon a variety of factors including how stable the single parent is mentally and/or financially.

Bayrakal, S., & Kope, T. M. (1990). Dysfunction in the single-parent and only-child family. In this pilot study, twelve adolescent inpatients who were an "only child" in single-parent families were compared to a control group of adolescent patients (of corresponding demographics). In some "minimal families" (single parent/only child), the interpersonal transactions were examined as the crucial parameter in the formation of dysfunction. Statistical analysis of the data supported the hypothesis that in this clinical sample, the single-parent/only child families and their adolescents would display more disturbance than the control group.

Schroeder, R., Osgood, A., & Oghia, M. (2010). Family Transitions and Juvenile Delinquency. This project used two waves of the National Youth Survey (NYS) as a continuing longitudinal study to assess the influence of family dissolution and formation on juvenile delinquency through the intermediate process of changes in parental attachment and ⁄ or family time.

Davidson, R., O'Hara, K., & Beck, C. (2014). Psychological and biological processes in children associated with high conflict parental divorce. The paper reviews the connection between exposure to parental conflict, the biological stress response system, psychological disturbance, and sleep.

Aseltine Jr, R. (1996). Pathways linking parental divorce with adolescent depression. Using data from high school students this study was conducted to test the link between divorce and adolescent depression. The findings showed a correlation between divorce and adolescent depression.

Størksen, I., Røysamb, E., Holmen, T., & Tambs, K. (2006). Adolescent adjustment and well-being: effects of parental divorce and distress. Data was collected from 8,984 Norwegian adolescents (13–19 years) and their parents to show the long-term effects that divorce has on children and adolescents. They found that girls have more long-term effects from a divorce than boys do.

Vanassche, S., Sodermans, A., Matthijs, K., & Swicegood, G. (2013). Commuting between two parental households: The association between joint physical custody and adolescent well-being following divorce. In this article a study was done on one thousand five hundred and seventy children with divorced parents, to study the overall wellbeing of the child after the divorce. The study showed that children in joint custody and other custody arrangements are very similar to one another.

Shansky, J. (2002). Negative effects of divorce on child and adolescent psychosocial adjustment. Comparing multiple data sources, the author examines the well-being of children and adolescents before and after a divorce. Their findings show that children that have been affected by divorce have more behavioral problems than do children living in single-parent homes.

Jurma, A. (2015). Impact of Divorce and Mother's Psychological Well-Being on Children's Emotional, Behavioral, and Social Competences. Describes the behavioral issues that children have after a divorce, along with the way the mother handles the behavior of her children. The study showed the consequences of divorce upon children, mothers’ wellbeing, and parenting styles, that divorced children had more behavior problem then did children with both parents.

Amato, P. (1993). Children’s Adjustments to Divorce: Theories, Hypotheses, and Empirical Support. National Council on Family Relations. Amato compares five perspectives that explanations for a child’s adjustment to the divorce of their parents. The perspectives include the absence of the noncustodial parent, the adjustment of the custodial parent, inter-parental conflict, economic hardship, and stressful life changes on behalf of the child. Amato proposed hypothesis and theory for each perspective and examined studies that could help support each of the hypothesis. Amato suggests the theory that the absence of one parent from the household is a problem for a child’s socialization.

Lansford, J. (2013). Parental divorce and children's adjustment. The article examines existing literature on children’s behavioral adjustments as it relates to divorce. The author has tried to show how divorce relates to the changes in children’s behavior in each aspect like academics, socializing, and internal problems. Secondly, he tries to examine the timing of divorce, demographic characteristics, and children’s adjustment rate prior to divorce and then stigmatization as moderator of the link between divorce and adjustment behavior. Thirdly, he has examined the income, conflicts, parenting, and well-being as the mediators of relationships in between divorce and adjustment. The author has shown how the effects of divorce can change the child’s behavior.

Parental divorce has a direct, negative impact on children; It is expected that children from divorced homes will have higher rates of social and emotional discomfort than children from homes not divided by divorce.

All articles share a common thread, in that divorce permanently weakens the family and the relationship between children and parents (Amato, 1993). Research by Bayrakal and Kope (1990) supports the hypothesis that single-parent/only-child families would exhibit more emotional disturbances. Amato (1993) further suggests the theory that the absence of one parent from the household is a problem for a child's socialization. Additionally, Jurma (2015) concluded that divorced children had more behavioral problems than their counterparts and Aseltine (1996) linked parental divorce with adolescent depression as a source of secondary problems. However, unlike other studies that focused more on the negative impacts of divorce on children, this study provides some positive impacts of divorce on children. This includes being secure from abusive parents.

The articles used in this research focused on the effects on children after a divorce. The focus is on how children are being affected physically, socially and emotionally. The articles were analyzed using a table where I was able to compare the methods used, samples, a variety of populations, limitations, and suggested recommendations for further research. The Internal Review Board (IRB) was not used due to no human participants being needed. When human research is being conducted, the IRB is established to protect the rights and welfare of the research participants. Ethical standards were not needed due to no human participants that would involve the use of principles, values, and/or culture.

Twenty studies are included in the analysis; the date will range from 1990 to December of 2014. For a study to be included in this meta-analysis research, it must meet the following criteria. First, the study must contain a sample of children living in a single-parent family, through a divorce, as well as a sample from families that have not been separated via divorce. Second, subjects must be 18 years and/or younger.

This study adopted a stratified sampling procedure to select the participants. The various strata used to sample and collect relevant data from the participants includes children, from both single-parent and normal families, in the pre-primary, primary, and high school with the exclusion of those in colleges and universities majority of whom have reached the age of majority.

The sample size comprises at least 20 children drawn from at least 15 schools which will represent about 10% of the total target population. In each school, the participating children will be obtained from the schools’ administration register, a suggestion from teachers and fellow students.

Primary data, which is the main source of data for the present study, was collected using questionnaires. The questionnaires were structured in such a way that they contained questions related to the aim of this study. The questionnaires also had both close-ended questions, to boost uniformity and comparability of results, and open-ended questions, to create room for collection as much information as possible.

The study adopted a descriptive research design. This involves the collection and interpretation of the target population of the study in relation to the study variables with the central focus being seeking to establish a relationship between the variables. It also enables the researcher to collect and interpret the data in relation to the facets of the study population that are significant to policymakers without manipulation.

The selection of participants was done on the first day of September with the questionnaires being distributed to the selected participant on the same day for all the selected schools. The time was however different due to the different geographical locations of the schools and limited manpower to help in the process.

The results of the study were analyzed using both quantitative and qualitative methods. Quantitative data collected during the study were analyzed using descriptive statistics including the mean, standard deviation, and percentages. The qualitative data was analyzed by establishing patterns and themes in the obtained responses and stabling the level of significance of these patterns and themes. From the 300 dispensed questionnaires, 210 were entirely and accurately filled out and given back to the researcher representing a response rate of 70%. The responses from these questionnaires indicated that a majority of the participants, about 75%, were of the view that divorce negatively affects the academic performance of children and their general behaviors at a mean of 5.024 and a standard deviation of 0.641

Although research concludes that children, whose parents divorce, have less academic success, the effects on these children are not long lasting. Also, the younger the child during the divorce, the more at risk he/she is for developing behavioral problems, but as for academic and social outcomes, teenagers/adolescents are the most at risk. Interparental conflicts and parenting were found to be the most influential mediator between divorce and children’s adjustment. Many factors stemming from the type of family structure can have both negative/beneficial effects on the children, though in general, the original hypothesis is supported.

This source is valuable in explaining a vast number of factors that may have an impact on children, besides the divorce itself. Each is carefully accounted for and evaluated as a mediator between divorce and children’s adjustment.

The study found out that children especially those who are in school are negatively affected by divorce and this is manifested through increased levels of distress and other emotional and behavioral complications, both in school and at home. Some of the children engaged in this study reported having difficulties falling asleep at night. Similarly, these children recorded lower grades on average when compared to others since they face new reality adjustment difficulties. This study sought to establish the impact of divorce on children and it concluded that the life of children is greatly impacted by divorce and family instability as shown by their dismal performance in school and reduced self-esteem which make them not to freely integrate with their peers and may eventually withdraw from any form of social engagements.

The major limitation of this study was the difficulty in collecting data from the participants since divorce and family issues are very sensitive and most participants shied away from giving out such information. Additionally, the social development of children is shaped and influenced by other factors apart from family, such as, culture and religion, and therefore it was important to select participants who cut across these social dimensions. Finding such participants was not easy. Time constraint presented a major restriction in carrying out the study. This challenge was, however, handled through rescheduling and good time management. Finally, financial constraints limited the researcher from collecting data from a wider population sample.

The study only analyzed the impact of divorce on children drawn from only 15 schools from the same state. The study, therefore, recommends that future researchers can cover even wider areas or even the entire country. Further studies should be done on the impact of divorce on the general development of children since the present study focused more on how divorce influence the social and psychological development of children.

Since divorce mainly interferes with the psychological and social aspects of children, this study suggests that guidance and counseling programs for children should be initiated and implemented to help children understand that breakup of families is not the end of life and to assist them in adjusting to the new realities. Similarly, it is paramount to place the interests and feelings of children at the frontline before, during, and after the divorce process since not doing so may ruin the children’s life.

The findings on the impact of divorce on children show that it negatively interfered with the social, psychological, and entire life of children as they grow up. Distress, poor performance in school and behavioral problems were found to be the main manifestation of how divorce impacts children. These problems could make some of these children, especially teenagers, to engage in immoral behavior, such as early sex and drug abuse. The participants engaged in this study agreed that divorce is not good and those who were already in divorced families showed strong desire and will to try and fix their families and to have stable relationships. The study further found out that children living with both parents had strong social and psychological capabilities and were on average better performers in school. The study concludes that, although sometimes divorce may be inevitable, it is important for parents to consider what will become of their children if they divorce and perhaps reconsider their options.

References

Amato, P. R. (1993). Children’s adjustments to divorce: Theories, hypotheses, and empirical support. National Council on Family Relations, 55(1), 23-38.

Armistead, L., Summers, P., Forehand, R., & Tannenbaum, L. (1998). Parental divorce during early adolescence in Caucasian families: The role of family process variables in predicting the long-term consequences for early adult psychosocial adjustment. Journal of Consulting and Clinical Psychology, 66(2), 327.

Aseltine Jr, R. H. (1996). Pathways linking parental divorce with adolescent depression. Journal of Health and Social Behavior, 52, 133-148.

Bandura, A. (1978). Social learning theory of aggression. Journal of communication, 28(3), 12-29.

Bayrakal, S. & Kope, T. M. (1990). Dysfunction in the single-parent and only-child family. Adolescence, 25(97), 1.

Beal, M.D., E. W. & Hochman, G. (1991). Adult children of divorce. New York, NY: Delacorte Press.

Bowlby, J. (2012). The making and breaking of affectional bonds. Routledge.

Davidson, R. D., O'Hara, K. L., & Beck, C. J. (2014). Psychological and biological processes in children associated with high conflict parental divorce. Juvenile and Family Court Journal, 65(1), 29-44.

Frost, A. K., & Pakiz, B. (1990). The effects of marital disruption on adolescents: Time as a dynamic. American Journal of Orthopsychiatry, 60(4), 544-555.

Jurma, A. M. (2015). Impact of divorce and mother's psychological well-being on children's emotional, behavioral, and social competencies. Revista de cercetare si interventie sociala, 48.

Kaye, S. H. (1989). The impact of divorce on children's academic performance. Journal of Divorce, 12(2-3), 283-298.

Kurdek, L. A. (1987). Children's adjustment to parental divorce: An ecological perspective. Advances in Family Intervention, Assessment, and Theory, 4, 1-31.

Lansford, J. (2013). Parental divorce and children's adjustment. Journal of Family Issues, 34(23), 460-485. Retrieved from http://pps.sagepub.com/

Marriage and Divorce. (n.d). American Psychological Association. Retrieved from http://www.apa.org/topics/divorce/

Schroeder, R., Osgood, A., & Oghia, M. (2010). Family transitions and juvenile delinquency. Sociological Inquiry, 80(4), 579-604.

Shansky, J. (2002). Negative effects of divorce on child and adolescent psychosocial adjustment. Journal of Pastoral Counseling, 37, 73.

Størksen, I., Røysamb, E., Holmen, T. L., & Tambs, K. (2006). Adolescent adjustment and well-being: Effects of parental divorce and distress. Scandinavian Journal of Psychology, 47(1), 75-84.

Vanassche, S., Sodermans, A. K., Matthijs, K., & Swicegood, G. (2013). Commuting between two parental households: The association between joint physical custody and adolescent well-being following divorce. Journal of Family Studies, 19(2), 139-158.

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Statistics Tracking

Continue to develop your research project in Week 2 by revising your Method section. Revisit based on the rubrics, new literature, feedback you have received, and other information (e.g., class material) to improve your proposal in this assignment. Include your research instrument (survey, interview guide, document analysis process, etc.) in this version of the proposal. Include your actual research instruments in the Appendix. Submit the ENTIRE proposal (including the corrections from last week).

Note: You need to make the corrections your instructor indicated from Week 1 before you submit for Week 2. If these corrections do not appear in Week 2, your paper will be returned and you will be assessed a late penalty for every day it is delayed. Remove any comments or Track Changes before submitting your paper. If these appear, your paper will be returned and you will be assessed a late penalty until it is returned in proper condition.

Due Saturday, NLT 11:00 p.m. PST.

FINAL REMINDER: If you did not do so in HUB650 or Week 1 of this class, download an IRB application from www.IRBNet.com and complete the required information.

Submit your application (due Saturday NLT 11:00 p.m. PST) and I will review it and provide feedback before you prepare an IRB package (due in Week 3).

You need to make the IRB application a priority in HUB670. You should obtain your IRB approval prior to the end of Week 4 or no later than a month before you take HUB680. All students must submit an IRB package regardless of the type of research they propose.

Click on the "Week Two Assignment - Research Project" link above to submit your assignment.

Do not use the Text Submission option. Use the Attach File option only.

 Proposal Progress Format

Each week you will be expected to make progress on your research proposal that will be used in HUB680. In the first week you revise your research proposition, locate additional references, and continue your literature review. In the second week you will develop and refine your methodology. In the third week you will fully develop your data collection and data analysis plan. In the fourth week you will finish your proposal.

Proposal Progress Grading

5 points: Exceeds expectations for graduate level understanding and analysis of the course content using what was learned in the readings and discussions. Additional sources provided to reflect student's broader comprehension of what can be learned from the assignment. The style and format of the paper conforms precisely to APA standards.

4 points: Meets expectations for graduate level understanding and analysis of the course content. Paper reflects a comprehension of the course content and what can be learned from it. Some minor APA format errors.

3 points: Paper submitted but little understand of the assignment is demonstrated. Many APA format errors.

2 points: Paper submitted but meets only minimal levels of acceptance.

0-1 point: Essay not submitted, or instructions not followed.

Joanne,

I must admit that I am confused about the design of this proposed study. You claim to be completing a meat-analysis of existing data from twenty studies, but then proport that you will be giving participants a questionnaire, which represents the development of a unique experiment. If you plan to provide a questionnaire to participants, then you are clearly not performing a meta-analysis of existing studies. The literature review section still requires a great deal of work to replace annotated bibliographies with compliant presentation of sources/articles that follows APA guidelines. The supplemental materials (i.e., appendices) that were required in HUB650 remain absent from your paper. While progress is being made, effort will still be required to turn this into a viable research study. Score: 3/5

Dr. Tim