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Divorce ((3)General disadvantages (They have general disadvantages(Kim,…
Divorce
(3)
General disadvantages
They have general disadvantages
(Kim, 2011; Steele, Sigle-Rushton, & Kravdal, 2009)
"Not unusual for children of divorce to develop academic, social, and emotional problems"
(Stolberg, Camplair, & Zacharias, 1991, p. vii)
a decline in general well being
(Armato & Anthony, 2014, p. 383)
Show increased levels of aggression, non compliance, disobedience, inappropriate classroom conduct, decreased self-regulation
(Hetherington & Elmore, 2003 as cited by Connolly & Green, 2009, p. 5)
(1)
Random & Stats
Listed as a key adverse life experience
(Atiles, Oliver, & Brosi, 2017)
25% children later develop long-term mental health and behavioral probs
(Atiles, Oliver, & Brosi, 2017; Rappaport, 2013)
6 contributing factors to negative impact of divorce
(Rappaport, 2013, p. 10pdf)
Thinks the effects of divorce are stage and domaine specific
(Kim, 2011, p. 506)
(5)
Education
Negatively impact education
(Arkes, 2015, p. 39; Chae, 2016; Kim, 2011; Steele, Sigle-Rushton, & Kravdal, 2009; Stolberg, Camplair, & Zacharias, 1991)
(Hetherington & Elmore, 2003 as cited by Connolly & Green, 2009, p. 6)
Higher dropout rates (Fagan & Rector, 2000)
(6)
Compounding factors
Moving
(Armto & Anthony, 2014, p. 19; Chae, 2016)
Depends on the level of conflict between parents
(Atiles; Arkes, 2015, p. 40; Armato & Anthony, 2014, p. 19; Cottongim, 2002, p. 18; Rappaport, 2013)
Decrease in parental supervison
(Armato & Anthony, 2014, p.19)
(1)
Prevalence of divorce
Increasing
(Atiles, Oliver, & Brosi, 2017)
40% of US children born today will live ins ingle parent household
(Atiles, Oliver, & Brosi, 2017)
(?)
conflicting
After children adjust to divorce they do better than children from high conflict, non divorced homes
( Rappaport, 2013)
Most children do well
(Rappaport, 2013)
(2)
Self control
Lowers self control
(Stolberg, Camplair, & Zacharias, 1991)
Behavior
(Arkes, 2015)
(3)
Overall well being
(Atiles, Oliver, & Brosi, 2017)
(4)
Age
Varies by age: Elementary=greater risk for ongoing probs and Older children=greater risk for lower academic performance
(Atiles, Oliver, & Brosi, 2017)
(2)
Self-esteem
Lower self esteem
(Atiles, Oliver, & Brosi, 2017; Stolberg, Camplair, & Zacharias, 1991)
Physical impacts
Young children may show signs of stress such as stomaches, headaches, and tiredness