Gender differences in the effects of divorce Essay Example for Free

Gender differences in the effects of disassociate EssayBesides deportment differences among children of split and whole families, there are also gender differences to consider. Hyatt suggests that boys and girls react differently to parental divorce. Boys tend to create more behavioural problems in inform than girls do. Boys self-esteem tends to downfall as a result of divorce and they seek constant attention from the teacher and disturb class with irrelevant talks. Their effort in cultivate croak also decline. Hyatt mentions that boys are more prone to difficulty of losing contact to their father hence regular communication with the father potentiometer help these allowance problems. Girls behaviour in school after parental divorce is not as noticeable as boys be urinate they do not manifest their difficulties by acting come to the fore in class. Rather, they tend to become more anxious or unhappy or showing all over hold backled good behaviour. Another findings con cerning gender difference in the effects of divorce is that girls do accept help from their teachers unlike boys. This is because girls see their school as a place where they fuel be supported during divorce while boys conduct socially unacceptable behaviour.School Behaviour of Children of Divorced Families Human beings grow by constantly adapting to new surround therefore adapting to an environment is part of life cycle. Childrens educational place can be divided into home, school and the society. The child and environment continuously interact and the school takes over large part of a childs life. Therefore as well as having a settled family life, school period is also of the essence(p) in determining how children might turn out in the future.School is a place where children enjoy, and deduce sense of satisfaction by experiencing various activities and exert harmonized relationships with the teachers and other students. Similarly, school adjustment is defines as taking intere st in school environment and feel comfortable being in school with other children. This adjustment reflects on their school achievement and get outment. For instance, children who enjoy being in school and participate in school activities are likely to gain more educational experiences than those who have adjustment unsoundness.Liebman defines school adjustment disorder as excessive reaction where individuals are unable to harmonize with the school environment and other students which will prohibit individual development. Children of divorced families are likely to have more difficulties in school adjustment than those of children from intact families. Berbe suggests that children with adjustment disorder tend to attract teachers attention by inappropriate questions in class, distract other children and find it hard to pay attention in class.They also refuse teachers request and are often disobedient. And if they continue to show irresponsible academic behaviour, it leads to serio us adjustment disorder. Hecks opinion is also similar to Berbes suggestion that children with adjustment disorder problems are frequently absent and tend to be oppositional in class. However, it is difficult to judge the cause of maladjustment solely on divorce. How children respond to above stress can vary from a child to child.It can differ according to their age, gender or inclining and the environment includes economic stature of parents, social approval rating of parents and family conflict. Variables are categorized as they may affect childrens school adjustment into demographic differences and family variables. Demographic differences include race, gender, and parental socioeconomic status and family variables include relationships, organisation, keep in line, social support, mother rejection and father rejection. Behaviour of children of divorced in schoolAs mentioned earlier, children from divorced families appear to have difficulty in academic achievement and relationsh ip with other children at school than children from intact families. The cause of this should not be looked at solely on the primary factor which is divorce. Secondary factors are to be considered as well, such as the change in socioeconomic structure and resources after divorce. For example, as mentioned earlier, economic loss, poor parental adjustment, lack of parental competence and parental loss can cause behavioural problems.As mentioned in the dent of Comparison amidst children of divorce and intact families, womens standard of living is reduced by 29 % after divorce and absence of father can have negative influence on children more on boys than girls. Regarding studies on childrens maladjustment behaviour, Liner categorizes disorder behaviour as ? action-out behaviour like hit someone and being aggressive ? withdrawing behaviour very quiet, sucking fingers, restricted behaviour ? defensive behaviour lying, ignoring ? disorganised behaviour escaping from realitySimilarly, W ickman describes behaviour of children with adjustment disorder as ? immoral, dishonest, in resistance to authority, stealer, cheater, disobedient, rude and rebellious ? often violates regulation of class, careless, loses interest in study, negligent and trustless ? exaggerated and offensive personality ? unsociable, too sensitive, and liar Based on experience, as a teacher of young children, those from divorced families have lower academic achievement, are socially isolated, overly sensitive, each humiliate themselves or boast and show negative behaviour in class.Specifically, their academic grade is poorer than it used to be and they do not try to interact with others in class. Further, they often seem absent-minded and tend to change their mood easily. If they are scolded for not doing their homework or asked to answer something they do not know, they use blood-red language in response. They also suffer from headache and easily get tired. This behaviour of children can also b e explained by Rotters guess of locus of control.Locus of control refers to how individuals attribute the cause of their behaviour to internal or external forces. In applying to children of divorced families, children who have internal locus of control believe that if their parents are divorced, it is their fate. Therefore these children are able to handle any difficulties and feel less psychological distress. In contrast, children who have external locus of control believe that if they do not perform well in school, they tend to tear external factors such as parental divorce rather than blame themselves.Hence, these children are likely to suffer from severe distress than those who have internal locus of control. When elementary school children experience parents divorce, they can become aggressive and develop sense fear and sorrow. Some children also imagine reunion of their parents. And they also explain that childrens school behaviour depend on how they are set at home. As per experience, the relationship between custodial parent and the child seem to have a large impact.Prior research says that the relationship between the behaviour of custodial parents and childrens school adjustment illustrate that the attitude of custodial parents has large influence on childrens school achievement. Mothers affection can influence enormously on developing childrens social skills. From mother-child relationship, children learn responsibility, self-control and social skills, hence, hostile attitude towards children can act as tour of duty in developing social skills. Therefore one can learn that the attitude of custodial parent becomes important factor which influence childrens school adjustment.