Posted: October 6th, 2022

Children of divorced parents

Interpersonal Communication Seminar
My main topic of this research is about “Children of divorced parents”
You should only use theses as references and resources for this research. Do not use articles. Just MA or PhD these as bibliography.
Please write 10 pages using 6 references of theses or dissertations.
Course description:
This course will deal with the understanding of the conscious and unconscious processes, which take place in interpersonal relationships in all human composition, such as, couple, family, work group and the like, and will present ways to deal with them.
Course requirements:
Until the sixth meeting of the semester, a written proposal must be submitted on the topic of the seminar paper. In order to prepare the proposal, three academic sources on the chosen topic must be presented. The subject of the work should be presented, and optional chapter heads. The work should focus on an issue related to interpersonal communication. After the topic is approved, a report must be presented on the selected topic. The duration of the report will be 15 minutes. In this way, each student will receive feedback that will help him in the further writing of the work. It is highly recommended to use a presentation. Do not read the report from the page.
A week before the report, it is recommended that one article be read in preparation for the report, so that the discussion is fruitful and constructive.
At the end of the course, a seminar paper of 10-12 pages should be written. A detailed explanation of the seminar work can be found below.
The work will include a bibliographic list of at least 10 sources used,
Material from the press or from the Internet can be included in addition to 10 bibliography items.
Submission of the works – only through the department secretariat.
assessment:
20% – Attendance at lectures.
20% – Report
60% – seminar work

1. Friedman, W. H. (1994). How to do groups (2nd Ed.). Northvale, N.J.: J. Aronson, pp 29-40, 41-68, 101-120.
2. Fuhriman, B. (1994). Handbook of group psychotherapy: an empirical and clinical synthesis, New York: Wiley, pp. 223-268, 269-318, 340-369.
3. Harold, S. B., MacKenzie, K. R. (1994). Basics of group psychotherapy, New York: Guilford Press.
4. MacLenna, B.W., Dies, K. R. (1992). Group counseling and psychotherapy with adolescents (2nd Ed). New York: Columbia University Press, pp 139-171.
5. Yalom, I. D. (1995). The theory and practice of group psychotherapy (4th Ed.). New York: Basic Books, pp. 19-47, 112-126, 276-455.

1. Group psychotherapy and psychodrama. Beacon, N.Y.: Beacon House (XL.G72).
2. Group psychotherapy, psychodrama and sociometry. Beacon, N.Y. Beacon House (XL. G722).
3. Group therapy. N.Y. (XL.G73).
4. International journal of group psychotherapy. N.Y.: Guilford Publications Inc. (XL. I5).
5. Interpersonal development. Basel: S. Karger (XL.I64).
6. Group. New York, N.Y.: Brunner-Mazel (XQ.G7).
7. Behavioral group therapy. Champaign, ILL: Research Press (XQ. B433).
8. Journal of Specialists in Group Work. Alexandria. VA: Association for Specialists in Group Work (XL.J47).
Formal and structural rules for writing academic work

Work structure:
Title: Details of the author, teacher, lesson, title of work and submission date.
 Table of Contents: Detailed according to the chapters, sub-chapters and sections of the work.
 Introduction: A general presentation of the field of work, the subject of the work, the main theses and the methodology.
 Chapters: Chapters, sub-chapters and sections, organized by logic and a consistent marking method.
 Summary: What was achieved in the work, conclusions and / or recommendations.
מלאה Complete bibliographic list and consistently compiled according to one method.
 Appendices: Documents and certificates used in the work – as needed.

References (bibliographic reference) in the body of the work:
A distinction must be made between direct citation from sources (things in the source language) and reliance on sources
(Things in your language). The source must be indicated in each case, using one of the following two methods:

A. Appearance in the body of the text:
 After a direct citation from sources, the appearance of the place will include a last name and year of publication, plus the page number. Example: (Rosenov, 1986, p. 13).
 Adjacent to reliance on sources, the appearance-place will include (in parentheses) a last name and year of publication. Example: (Rogers, 1973).

B. Appearance in footnote:
A serial number (raised and reduced) should be placed after the citation. In addition, the same number (normal size) should be placed at the bottom of the page. After the number, the last name and the name of the connection will appear. Example of footnotes at the bottom of the page:
Rosenov, “Ideological and Utopian Foundations of Education,” p. 13. (citation from source).
 Rogers, the freedom to study. (Reliance on source).
 Name, p.

Location of citations (quotes) and their presentation:
Short quotations should be placed between double quotation marks, integrated in the body of the text, and indicate at the end
Appropriate appearance-place. In contrast, a citation of more than four to five lines should be separated from a body
The text: It should be placed with a space spacing above and below it, and an enlarged space from the margins
The right. The long quotation should not be enclosed in double quotation marks, but it should also be noted at the end
Appearance (as indicated in the previous section). If you choose a particular mirror-place method, you must adhere to it consistently.
Editing the bibliographic list:
The bibliographic list should be compiled at the end of the work (before the appendices) and in alphabetical order of the authors’ family names.
Any model used in a recognized academic journal may be used, provided that the registration method is consistent.
The following is a model of the journal Trends: last name, first name (year of publication), “name of article or chapter” (in quotation marks), name of book or journal (bold in bold or in line). Place of publication: The publishing house (in the case of a journal article, the range of pages will be indicated, with the lowest number on the right and the highest number on the left – 89-72).

The following are examples of a book entry, a file article, and a journal article:
Lem, Zvi (1973). The contradictory logics in teaching. Tel Aviv: Poalim Library.
 Leibowitz Isaiah (1990). “Law and Value.” In Menuhin Yishai (ed.). On democracy and obedience. Tel Aviv: Exclamation mark.
Kleinberger, Aaron Fritz (1961). “The right to educate for binding values: Trends L.A. (4), pp. 337-332.

Formal principles:
The assemblages of ideas should be organized in paragraphs. Each paragraph will be a cohesive message unit, focusing on one matter.
Each beginning of a paragraph should be moved (inserted) 6-3 spaces from the margins.
Leave a margin of about 2.5 cm from all directions (right and left up and down), print in double spaces between the lines, write in full and correct spelling and follow the punctuation rules.
Be sure to leave a space of one letter after the punctuation marks (after the end of a sentence you can leave two spaces).

Accurate detail of seminar work structure
Each work has a general framework including: title, table of contents, introduction, body of work, summary and sources. Sometimes appendices are also attached to the work.

Gate
The work title should include the following details:

^ Job title;
^ Name of the course in which the work was written;
^ Name of the guide;
^ Author’s name, ID number, address and telephone number;
^ Date of submission of the work.

The title of the work presents the main idea of the work and the issues on which it focuses. A typical length for a title is 10-12 words.

Examples:

The effect of anonymity of survey methods on respondents’ behavior in organizational surveys
On sensitive issues.
^ Labor law as a protective law in the high-tech industry.
Dealing with pollution of water sources from industrial plants: Comparison between Israel and countries
The European Union.
^ Analysis of financial statements as input for decision-making by credit managers in banks
In Israel: theoretical and empirical aspects.

Table of Contents
The table of contents of the work is intended to present the reader with the chapter headings and the order in which they are discussed, and also to make it easier for him to orient himself in the document by re-reading or searching for certain information. The table of contents lists the work chapters and sometimes also the main sections included in them, and indicates the page number on which they begin. See for example the table of contents of this instruction booklet. The worksheets must be numbered. This can be done automatically in the word processor as part of the page header or footer. The word processor also allows you to prepare automated table of contents; The page numbers will be updated each time the layout of the file changes, and the wording of the titles will change according to the corrections you make to the titles in the body of the work.

introduction
In the introduction you must present the topic of the work, the considerations that led you to choose it (ie, why the topic is important), the research question and the research method you have chosen to answer it.

An important part of the introduction is the definition of the boundaries of the work: what issues it will deal with and what issues will remain outside its scope. For example: “This work deals with the strategic risks of information systems in the insurance companies industry in Israel. Although a failure in information security may cause strategic damage to any company, including an insurance company, the issue of information security risks is not included in this work. General and not unique to the insurance industry and because of their technical nature. ”

It is advisable to write the introduction only after reviewing the relevant sources and research literature, and after writing a preliminary outline for the work chapters.
The Assignment’s Body
In section 4.2 we will present you with a model for writing theoretical work,

Summary
In conclusion, you must bring the main conclusions you reached in your work. The conclusions should reflect the topics discussed at length in the work, and if possible suggest further directions for observation and research. Do not include in the summary new ideas and topics that were not discussed in the work. The summary is a summary so do not go into details. The scope of the summary will be between half a page and two pages at most.

Sources
Chapter 6 will guide you regarding the use of sources. Section 6.3 deals with the bibliographic list that must be attached to each seminar paper.

Appendices
The purpose of the appendices is to provide further details of the topics covered in the work or to present data and documents on which the work is based, such as the empirical work research questionnaire, data tables, financial summary of the organization the work is engaged in, and in-depth interviews.
^ 4.1 Chapter Headings
^ 4.2 Theoretical work

4.1 Chapter Chapters

While reading the research literature and tracing the initial data and sources, began to formulate the chapter headings of the work while constantly examining the relationship between them and the research question you formulated. You may find that you need to change or update the research question;

Writing chapter headings will help you prepare a general outline of the work at an early stage. It is likely that the chapter heads you will compose at this point will change several times during the work; Hence do not list them too much. Chapter wording is sometimes a flexible and ongoing process. In many cases the chapter heads take their final form only upon completion of the research work.

Note that this is the beginning of a process that will continue throughout the preparation of the work. The chapter headings you write will express the first perceptions you have formulated about the subject. In the next step, these perceptions will guide the collection of source material and research literature.

When writing chapter headings, follow these guidelines:

^ You must break the issue down into its logical components. The job title cannot be used either
As one of the chapter heads;
^ The chapter headings should cover the topic you have chosen, and focus only on it;
^ The chapter heads are supposed to cover the whole subject;
^ The chapter headings should be close to the research question;
^ All chapter headings must be of equal status – that is, a chapter head cannot be a section
Of another chapter head (of course chapter heads can include subsections)
^ A chapter headings plan should be avoided (cross-sectional headings)

example:
Chapter chapters on “Sexual Harassment – The Responsibility of the Employer in the Light of New Legislation in Israel”

^ What is sexual harassment in the workplace according to the new legislation in Israel?
The importance of protecting the employer from liability for sexual harassment.
^ Circumstances in which an employer may be liable for sexual harassment.
^ Protective measures of employers against liability for sexual harassment.
The position of the courts in the United States as an interpretive tool for legislation in Israel.

This work deals with the issue of sexual harassment from the perspective of the employer as someone who may bear legal responsibility for the damage caused to his employees. All chapter headings relate directly to the subject. The chapter on “The Impact of Sexual Harassment on the Organizational Climate” does deal with the negative consequences of sexual harassment, but is not directly related to the research topic and is therefore not appropriate for this work.

Note also the logical structure in terms of the order of the chapter headings. For example, it is unlikely to discuss the protective measures that employers take against liability for sexual harassment before defining what sexual harassment is by law. An appropriate hierarchy of chapter headings and subsections should also be considered. For example, the topic “sexual harassment via e-mail” is indeed directly related to the research topic, but its appropriate location is as a subsection in the chapter “What is sexual harassment in the workplace according to the new legislation in Israel?”. The chapter headings presented above are one of several possible ways of organizing the study. For example, each type of sexual harassment could be presented as a separate chapter head, and each of them should be subdivided into sub-sections dealing with the circumstances of liability, the employer’s defenses and the position of the courts in the United States.

4.2 Theoretical work

Theoretical work should include all the elements mentioned at the beginning of Chapter 4: title, table of contents, introduction, body of work, summary, sources and sometimes also appendices. There the characteristics of each of these components except the body of work were discussed.

In theoretical work you determine the chapter headings. The previous section discusses the preparation of chapter headings. As mentioned, the chapter headings should encompass the various aspects of the issue you have presented. The body of work should be organized according to the chapter headings you have outlined. The following principles will help you write your work clearly:

^ During the writing, the chapter headings you have planned will be divided into sections and paragraphs, and each paragraph
For a few sentences. Ask yourself if each sentence you write serves in some way the paragraph, the section and the chapter head and the subject of the work as a whole. Avoid quoting research literature at work that is not directly related to the topic of the work, or excerpts from articles or irrelevant numbers.
A recommended way to organize materials within paragraphs is to link them to a statement or statement
In paragraph. The key sentence of each paragraph sets out the main argument in it, and the rest of the sentences relate to that argument. Sometimes it is possible to explicitly use expressions and sayings such as:
“In contrast to the…”
“However…”
“for example…”
“Another example is …”
“This strengthens his claim that …”
“There are conflicting findings according to which …”
“Another aspect of the same issue is …”
^ Even if the connecting words between the sentences are not used, it is important that the readers
Understand the relationship between the different statements in the paragraph (reinforcement, example, contradiction)
In works that combine research literature and primary sources, the sources must be clearly distinguished
The initials cited in the work (e.g. certificates and documents) and the research literature which includes the interpretations, attitudes and views of researchers, which is also based on such sources. Researchers’ assumptions and positions should never be presented as facts.
^ Avoid normative and judicial writing such as “It would have been appropriate for the Minister of Finance not to act
In this way. “However, in the summary of the work, an evaluative dimension can be added to the conclusions, provided that it has factual references in the body of the work.

Use of sources

Any citation or summary of the words of others should be anchored in a bibliographic reference. Referrals are divided into two types:

In the body of the work it is possible to indicate the details of the sources in the body of the text or in footnotes.
In the bibliographic list at the end of the work.

Even if you have chosen to indicate the sources in footnotes, you must prepare a bibliographic list at the end of the seminar paper.

6.1 References in the body of work

6.2 Bibliographic list

6.1 References in the body of work

References in the body of the text
The body of the text contains the author’s name and the year of publication of the cited source, while the bibliographic list contains all the details necessary to identify the source, according to rules that will be presented below. Such an organization makes it possible to read the text in sequence without lingering over long references, and also to locate the source in the list at the end of the essay according to the author’s name and year of publication.

for example:

The importance of alliances as a competitive business strategy has been growing in recent years (Applegate et al., 1996; Koza & Lewin, 1998; Barney, 2002). Moreover, according to Neumann (1994), understanding the risks and opportunities involved in information technology-based alliances will become vital to the survival of organizations in the arena of competition in the coming years. Shapiro & Varian (1999) argue that the dependence of information technology on systems forces companies to focus not only on their competitors but also on business partners. Establishing alliances, cultivating partnerships and verifying compliance (or incompatibility) are critical business decisions. ”

Source with one author
In this case the last name of the author and the year of publication of the essay must be indicated. If the author’s name is an integral part of a sentence, the reference will be written as follows:

“Tuchman (1972) mapped the …”

Alternatively, the author’s name and year of publication will be written in parentheses, separated by a comma:

“Acceptable mapping of news is to ‘hard’ and ‘soft’ ‘(Tuchman, 1972)

If one source is mentioned more than once in the same paragraph, the year of publication should be indicated only for the first time:

“A common mapping of news is for ‘hardness’ and ‘softness’ (Tuchman, 1972). Tuchman also suggested sub-mapping …”

One source with two or more authors
If the source has two authors, both should be mentioned whenever the source is mentioned. If the source has three, four or five authors, they should all be mentioned the first time the source is mentioned. The following times it is sufficient to mention the first author with the addition of “and others” (in English “et al.”), As follows:

For the first time:

“Katz, Haz, Weitz, Adoni and Schiff (2000) found that …” and then: “Katz and others (2000) add that …”

In English, when two author names appear in the current text, they are linked using the word and. for example:

“Levi and Cohen (1991) claim that …”

When the names appear in parentheses, they should be connected with the & sign. for example:

“This finding is consistent with other studies conducted in the field” (Levi & Cohen, 1998).

Institutional authors
In some cases the source is a publication on behalf of an institution, without specifying the author’s name. Such is, for example, the statistical yearbook published by the Central Bureau of Statistics. In this case, the advertising institution will appear as the “author”:

Central Bureau of Statistics (1992)

Two or more sources in the same parentheses
When two or more sources are given in the same brackets, they must be arranged in alphabetical order – or, alternatively, in chronological order of publication.

If you are referring to several works by the same author, write his name once, and then indicate the years of publication of the essays in chronological order, as follows:

Birnbaum (1992, 1998)

If the same author has several publications in that year, the letters a, b, c and so on must be attached to the year of publication in order to distinguish between them:

Katz (1991a); Katz (1991b)

6.2 Bibliographic list

The bibliographic list is presented at the end of the work and is intended to allow the reader to identify and locate the sources on which the work is based. As stated, even if you have chosen to indicate the sources in the footnotes, you must prepare a bibliographic list and present it at the end of the seminar paper.

Similar to listing the sources in a footnote, here too you must indicate the author’s last name; The first letter of his first name; Article name in quotation marks; The name of the journal is highlighted in line or in thick or italic letters; Issue number, volume number and pages. The differences are that in the bibliographic list at the end of the work the first name of the author must be indicated first followed by the first letter of his first name. The year of publication must also be indicated immediately after the authors’ names (see examples below).
The order of the sources
The sources appear in the list in alphabetical order according to the first name of the first author. If the first letter in the names of several writers is the same, the order of appearance is determined by the second letter, and so on. for example:

count…
Ronen …

If several sources of the same author appear in the list, they should be arranged according to the year of publication, from early to late. for example:

Williamson, O.E. (1985). The Economic Institutions of Capitalism. Free Press, New York, NY.

Williamson, O.E. (1996). The Mechanisms of Governance. Oxford University Press, New York, NY.

If several sources of the same author appear in the list, some of which he wrote himself and some in collaboration with colleagues, the sources bearing his name as the sole author will appear first:

Rockart, J.F. (1979). Chief Executives Define Their Own Data Needs, Harvard Business Review 57 (2): 81-93.

Rockart, J.F. and Scott Morton, M.S. (1984). “Implications for Changes in Information Technology for Corporate Strategy”. Interfaces, 14 (1): 84-95.

Different sources by the same first author, in collaboration with different colleagues, should be arranged in alphabetical order by the second author. If the second writer is also the same, they should be arranged according to the third writer, and so on. for example:

Ahituv, N., Igbaria, M. and Sella, A. (1998). “The Effects of Time Pressure and Completeness of Information on Decision Making”. Journal of Management Information Systems 15 (2): 153-172.

Ahituv, N., Lipovetsky, S. and Tishler, A. (1999). “The Relationship Between Firms’ Information Systems Policy and Business Performance: A Multivariate Analysis, in Mahmood, M.A. and Szewczak, E.J. (eds.), Measuring Information Technology Investment Payoff: Contemporary Approach. Hershey, PA, Idea Group Publishing, pp. 62-82.

Ahituv, N., Neumann, S. and Riley, H.N. (1994) Principles of Information Systems for Management. Dubuque, Iowa, Wm. C. Brown. 4th edition.

Sources published that year and written by the same author or writers will appear in alphabetical order according to the first letter of the title of the essay. Remember to attach a letter for a year

Lessig, L. (1999a), Code and other Laws of Cyberspace, New York, NY. Basic Books.

Lessig, L. (1999b), “The law of the horse: What Cyberlaw Might Teach”, Harvard Law Review, 113 (2): 501-549.

Sources written by different writers with identical surnames will appear in alphabetical order according to the first letters of their first names. for example:

Levy, A. (1991)
Levy, M. (2000)

This excerpt is taken from: R. Ben Israel, Equal Opportunities and Prohibition of Discrimination at Work
(The Open University, Tel Aviv, 1998), p. 146.
See instructions for registering references to books, articles and more in section 6.2. Instead of listing at length:
vol. 57, no. 2, pp. 81-93, it is also possible to record the references without specifying vol., No. And pp., As listed on page 39 in reference to Rockart’s (1979) article.

Appendix A: Statement form
Self-preparation of seminar work

Seminar work at the university is designed to enable students at an advanced stage of study to apply the knowledge and skill they have acquired during their studies. This work should reflect the academic skills, such as: reading ability, understanding and analysis of scientific texts, integration of different types of knowledge, critical thinking, research planning ability and execution (in some cases) and finally, fluent scientific writing.

The seminar work must be overwhelmingly self-created by the students. In order to distinguish between their contribution and the contributions of others, and to prevent harm to the “intellectual property” of writers on whom the work is based, the writers must be careful to indicate the sources on which they relied. In other words, one must state what the source of each statement or knowledge taken from others is. Including: direct quotations of statements or findings, ideas, opinions, and interpretations of other people. Deviation from the rules of citation and reference, let alone taking without proper marking of parts of work or complete work of other writers, is construed as severity as an attempt to present the words of others as the words of the writers themselves and is a grave violation of the rules of scientific ethics.

To avoid misunderstanding in this regard we ask you to sign the following statement:

I am ID

Hereby declares that the seminar paper attached hereto is the product of her own creative work and was written according to the accepted citation and reference rules accepted by the academy. I also declare that I am aware that submitting a work in which many and / or significant and / or substantial parts have been copied from another work is an offense and that if it is discovered that I have committed this offense, a complaint will be filed against me to the Open University Disciplinary Committee.

Date of signature

Formal rules for writing an academic paper

Work structure:
Title: Details of the author, teacher, lesson, title of work and submission date.
 Table of Contents: Detailed according to the chapters, sub-chapters and sections of the work.
 Introduction: A general presentation of the field of work, the subject of the work, the main theses and the methodology.
 Chapters: Chapters, sub-chapters and sections, organized by logic and a consistent marking method.
 Summary: What was achieved in the work, conclusions and / or recommendations.
מלאה Complete bibliographic list and consistently compiled according to one method.
 Appendices: Documents and certificates used in the work – as needed.

References (bibliographic reference) in the body of the work:
A distinction must be made between direct citation from sources (things in the source language) and reliance on sources
(Things in your language). The source must be indicated in each case, using one of the following two methods:

A. Appearance in the body of the text:
 After a direct citation from sources, the appearance of the place will include a last name and year of publication, plus the page number. Example: (Rosenov, 1986, p. 13).
A. Appearance in the body of the text:
 After a direct citation from sources, the appearance of the place will include a last name and year of publication, plus the page number. Example: (Rosenov, 1986, p. 13).
 Adjacent to reliance on sources, the appearance-place will include (in parentheses) a last name and year of publication. Example: (Rogers, 1973).

B. Appearance in footnote:
A serial number (raised and reduced) should be placed after the citation. In addition, the same number (normal size) should be placed at the bottom of the page. After the number, the last name and the name of the connection will appear. Example of footnotes at the bottom of the page:
Rosenov, “Ideological and Utopian Foundations of Education,” p. 13. (citation from source).
 Rogers, the freedom to study. (Reliance on source).
 Name, p.
Location of citations (quotes) and their presentation:
Short quotations should be placed between double quotation marks, integrated in the body of the text, and indicate at the end
Appropriate appearance-place. In contrast, a citation of more than four to five lines should be separated from a body
The text: It should be placed with a space spacing above and below it, and an enlarged space from the margins
The right. The long quotation should not be enclosed in double quotation marks, but it should also be noted at the end
Appearance (as indicated in the previous section). If you choose a particular mirror-place method, you must adhere to it consistently.

Editing the bibliographic list:
The bibliographic list should be compiled at the end of the work (before the appendices) and in alphabetical order of the authors’ family names.
Any model used in a recognized academic journal may be used, provided that the registration method is consistent.
The following is a model of the journal Trends: last name, first name (year of publication), “name of article or chapter” (in quotation marks), name of book or journal (bold in bold or in line). Place of publication: The publishing house (in the case of a journal article, the range of pages will be indicated, with the lowest number on the right and the highest number on the left – 89-72).

The following are examples of a book entry, a file article, and a journal article:
Lem, Zvi (1973). The contradictory logics in teaching. Tel Aviv: Poalim Library.
 Leibowitz Isaiah (1990). “Law and Value.” In Menuhin Yishai (ed.). On democracy and obedience. Tel Aviv: Exclamation mark.
Kleinberger, Aaron Fritz (1961). “The right to educate for binding values: Trends L.A. (4), pp. 337-332.

Formal principles:
The assemblages of ideas should be organized in paragraphs. Each paragraph will be a cohesive message unit, focusing on one matter.
Each beginning of a paragraph should be moved (inserted) 6-3 spaces from the margins.
Leave a margin of about 2.5 cm from all directions (right and left up and down), print in double spaces between the lines, write in full and correct spelling and follow the punctuation rules.
Be sure to leave a space of one letter after the punctuation marks (after the end of a sentence you can leave two spaces).

—
Author’s Details
Teacher
Lesson
Title of work
Date of Submission
Table of Contents
Introduction 3
Effects of Divorce on Children of Divorced Parents 5
Effects of Divorce on Affected Children’s Behavioral Conduct and Feelings 5
Effects of Divorce on the Affected Children’s Welfare 6
Effects of Divorce on the Affected Child’s Relationships 8
Policy Implications 9
Conclusion 11
References 12

Introduction
Currently, divorce has gone on to be a serious social issue in the United States, affecting a substantial number of adults and children annually (Mortis, 2019). Citing the Center for Disease Control’s National Health Statistics Report in 2012, the crude rates of marriage and divorce in the country stand at 6.8 and 3.8, respectively, in every 1000 individuals (Jackson, 2015). While the numbers may not be considered alarming, the rates also include the ineligible participants such as children that are not eligible for marriage and the adults who are not married. The subsequent impact of controlling these factors is that nearly 50% of the first marriages will divorce. Information collected for over a decade between the late 1980s and the 1990s indicated that over one million children annually had experienced parental divorce (Jackson, 2015). As of 2018, the divorce rates were at 7.7 for every 1000 individuals indicating that more children continue to be affected.
Notably, the increase in divorce rates comes with short and long-term effects on divorced parents’ children. These children are at a higher risk of adjusting to social relationships, educational achievements, psychological adjustments, self-concept, and individual conduct. Numerous studies have looked into the impact of divorce on children, and all of them agreed that the children have a lower sense of well-being on various aspects than the children who grew up in intact families. Children from intact families will have better physical and psychological health and stronger cognitive and social competencies, which boost their educational performances. Conversely, children from divorced families are forced to deal with challenges either emotionally, psychologically, socially, academically, among other aspects. This child’s development fails to reach its full optimal lengths to ensure that one grows to be a stable and independent individual. However, proper support systems for these children aid in alleviating these negative impacts.
The purpose of this research paper is to understand the effects suffered by children of divorced parents completely. Understanding these effects should aid the research in determining their right strategies to be implemented to help these children have an almost “normal” life. The main objective is to ensure that the children can deal with the numerous effects as they arise from the divorce situation.
The Life Course Perspective
The life course field focuses on developing human beings in one’s lifespan and looks into the factors that affect their growth and direction. The field’s development and capacity to study individuals and their surrounding for some time is partially due to the increased reliance on longitudinal studies on the psychological development concepts that link life experiences to future results and also developing new models to handle the individual and demographic information collected over time (Hickman, 2007).
Each individual undergoes their life-long adaptive process that is affected by both environmental and social factors. Personal decisions and initiatives taken by individuals will shape one’s life course. However, some external forces and limitations will always constrain individuals (Hickman, 2007). Considering the earlier formative years of a dependent child, it is evident that the external factors influence one’s development. Family events such as parental divorce exert a lot of influence on the direction of a child’s life. Parental divorce is not a single event that happens at one time and ends. Instead, it is a process involving emotional and legal separation and the renegotiation of family roles and relationships that were not happening when the parents were together. Divorce encompasses the separation of two persons who shared life, and when these two people had children, they also become part of the process (Hickman, 2007). Each step was taken in the divorce process from when it is agreed upon, the disclosure, the division of roles, and learning to live away from another parent for some time are all stages that will affect an individual.
Effects of Divorce on Children of Divorced Parents
Research conducted by Stone (2019), who assessed the divorce process’s experiences and impacts on children to divorced parents, specifically those aged 8 to 13, would find that each of the children will have their own unique experience. These experiences are welcome with an impact on their emotional and physical nature. The children participants in the research demonstrated continuous processing in feelings towards the divorce, both positive and negative (Stone, 2019). At times, the children would be sad and show the feelings of loss, and on the extreme ends, they would be excited and accept what has happened. The shifting mental states are attributed to the possible defenses incorporated to deal with anxiety. The children are presented with uncertainties which they don’t know how they will span out. Therefore, they choose to exert distinct efforts to exert control and manage the affiliated anxiety. Other effects of the separation are discussed in the subsequent sections:
Effects of Divorce on Affected Children’s Behavioral Conduct and Feelings
In Landucci et al.’s (2008) research, she indicates that divorce negatively influences children to divorced parents in numerous ways. These children have a higher propensity to exhibiting problem behavior even to their adolescent and adult years if the right solutions are not implemented. Notably, the problem behavior needs to be utilized as a warning sign to the parents and their support system that the child is finding it challenging to adjust to the new changes. The problem behavior could be characterized as being disruptive, misbehaving, and ignoring parents’ requests to indicate being frustrated and anxious about the separation. In regards to the adolescents, whether the divorce happened in their earlier childhood years or their adolescent years, they tend to exhibit antisocial behaviors, be aggressive towards authoritative figures, extensively engage in sexual activities and have challenges interacting with their peers (Hickman, 2007). While it is difficult to point out the direct cause of antisocial conduct, social scientists have indicated that they partially arise from the reduced interactions between parents and children. Divorce will bring changes in the child’s household environment due to the changes in the parents’ and children’s interactions. Unfortunately, these changes have a greater risk of causing negative outcomes that affect the child or adolescent behavior. They try to get the attention, involvement, and overall support from both parents (Hickman, 2007).
Effects of Divorce on the Affected Children’s Welfare
Extensive literature has proven that parental divorce causes behavioral and emotional challenges for children. In relation to their mental health and well-being, children of divorced parents have exhibited higher depression and anxiety (Pitelli, 2016). These children will have to deal with feelings of insecurity and low-self-esteem as they question the motive behind their parents’ divorce if they do not know or understand the main reasons for its occurrence. While some psychological effects may be short-term, research has proven that the divorce could lead to long-term effects such as having a higher probability of divorce in their marriages. The children find it difficult to be happy, satisfied, or excited in their childhood in the long run for the self-doubts they have.
Additionally, the negative effects on thes3 children increase because divorce has been associated with socio-economic factors that affect the former’s demeanor. Some scholars have argued that a lower socio-economic status could lead to divorce and further child challenges. Nonetheless, it has been indicated that the net economic effects of divorce, including an average reduction in living standards for single mothers due to a huge reliance on the husband;’s income, will affect one’s mental and physical well-being children (Landucci, 2008).

Effects of Divorce on the Affected Children’s Education
Another negative consequence of divorce on the children in the lower levels of educational attainment. These lower levels could be experienced from the earlier school years into their higher education levels. Most of them fail to meet the academic achievements they would have met if their parents were not divorced (Liu, 2007). Research has consistently exhibited a negative correlation between parental divorce and the children’s educational success to divorced parents. It becomes difficult for adolescents to go through formal education such that they fail to complete high school or enter college. Notably, the decline in educational levels is attributed to the depression or the prevalence of depressive symptoms among the children. When a child is dealing with depressive symptoms, it becomes difficult for them to concentrate and complete the school assignments. The depressive symptoms among students will affect their learning abilities, academic performance, adjustments to the school life, and later professionals (Pitelli, 2016). Apart from the depression, the affected children have their confidence levels affected negatively, thus choosing not to engage in further education. When the individual believes that they cannot succeed, it impedes their educational achievements and career aspirations.
Additionally, the educational attainments of children to divorced parents will also be due to reduced economic flexibility. For instance, when mothers dependent on their husbands financially, their financial capacities are affected after the divorce (Liu, 2007). Therefore, the mothers are forced to relocate to affordable areas, and the children may be forced to change schools. Apart from the forced adjustments affecting children, the children may go on to schools with lower educational standards, affecting their academic achievement. The child fails to reach their full potential due to the changes accrued from the divorce.
Effects of Divorce on the Affected Child’s Relationships
Changes in the relationships of the affected children with their divorced parents are inevitable. The children undergo disruptions in parental relationships in the entire process, which mostly is impaired. Some children may feel a devastating loss of a parent, especially when the divorce grants one parent full custody of the children. The child is left traumatized by the events since they can no longer interact with their other parents as they did before (Landucci, 2008). Consequently, the child is harmed mentally and emotionally as they try to get attention from the single parent. Sometimes, children are open to particular parents, and thus, after the divorce, it becomes difficult for them to open up. This leads to the prevalence of depressive symptoms if they fail to have proper support systems.
Furthermore, the children of divorced parents could easily have their adult romantic relationships negatively affected. The children of divorced parents are twice as likely to undergo divorce than the children coming from non-divorce families. In some cases, the children of divorced parents will have their confidence levels affected such that the challenge is carried onto their adult intimate relationships (Mortis, 2019). Also, these children may be encouraged to get married early because the belief that the marriage institution is temporary and divorce is a possibility. Therefore, even when there are chances for the right marriages to be pursued and succeed, these lower expectations will hinder their success. The adult children of divorced parents may feel not prepared for marriage and thus be extremely afraid to commit even when they received genuine love from their partners.
The adolescent children whose parents have divorced become more hesitant to enter into intimate relationships as they are not confident enough in their capacities to sustain them. Research by Jackson (2015) indicated that these lower confidence levels in relationships are attributed to the parents failing to avail positive models for their children to navigate romantic relationships. When the divorce situation is married with high conflicts, the parent and child relationship is weakened, and the latter could develop negative perspectives and outlooks towards marital commitment. Nonetheless, when parents have undergone divorce but ensure that they teach their children how to configure and preserve relationships, even if it is with other spouses, these children can develop better attitudes towards romantic relationships (Jackson, 2015). A child is taught the dynamics of relationships to understand that not all are similar, but they need to be always respected. If the children have close sibling relationships even after the divorce, the greater sense of closeness becomes a positive support system.
Policy Implications
The children of divorced parents are at a greater risk of negative effects physically, emotionally, socially, academically, in their relationships, among other aspects. These effects compound each other such that one occurrence, such as the lack of attention, could trigger another negative effect such as problem behavior. It is prudent that the right policies are implemented to protect the children from the effects of the increasing challenge. Failure to have the right strategies for these children that will primarily provide support systems threatens their abilities to develop appropriately and live productive lives (Mortis, 2019).
First, even as parents seek divorce on legal grounds, they must be enrolled in the right therapy that will enlighten them on how to conduct themselves to better their children’s lives together with their own. Parents need to ensure that they maintain a healthy relationship with their children as it is fundamental in the latter’s development of social capital. Social capital is a fundamental psychosocial resource originating from the important relationships in the child’s life. Therefore, parents need to maintain a healthy relationship with their children even after the divorce process. This is achieved through consistent parental support that impacts the long-term development and life adjustments for the child. His parental support will ensure that the child has enough confidence in relationships, interactions, academics, and career advancements. Therapists and family-life educators working together with divorcing parents need to consider this information in their discussions. The parents are encouraged to maintain consistent and healthy relationships with their children and other family members (Jackson, 2015).
School counselors need to be familiar with warning signs for children having challenges dealing with the stress of divorce (Stone, 2019). Some of the warning signs include attendance, discipline issues, loneliness, self-blame, among others. Hence, the counselor could incorporate measures such as group counseling for the children affected then facilitate discussions in feelings and coping strategies (Landucci, 2008). Some children may want individual counseling, and thus, it should also be implemented for them. Individual counseling will ensure they get the one-on-one attention they crave, and also they are comfortable sharing their feelings. Parent counseling is also necessary to provide them with techniques that will streamline the children’s adjustment process. Continuous interactions between the stakeholders will help the child be at peace with the daily transitions at home and school.
The legislative policymakers should also focus on understanding why the country is experiencing high divorce rates. Conclusion this understanding should prompt them to create a better environment for the parents and children, reducing the negative impacts. Legislators typically handle issues at the macro-level hence develop various social policies, including divorce and child support laws. An examination of these policies shows that they can also be evaluated and improved. For instance, the development of divorce regulations needs to consider how divorced parents’ children will achieve their psychological well-being despite the adjustments. The development of these laws will prompt society to take measures to mitigate the negative effects of parental divorce. The development of programs that deal with the risk factors predisposed to divorced parents’ children and point out the wider social context to boost functional adjustments. Parents could improvise several intervention strategies that will help identify the social factors that could increase the negative psychological effects on the children and have them tailored to cater to their own needs.
Conclusion
The children of divorced parents remain a crucial group that needs proper support systems during and after the divorce process. These children are predisposed to numerous risk factors that could lead to them suffering numerous negative factors. However, with the right strategies, these children will receive the right care and support to mitigate the negative effects. Extensive literature is present concerning these effects. The remaining research gap comes up with workable strategies that parents, counselors, and social groups could implement and reduce the negative effects. The children of divorced parents must undergo an almost similar life cycle grew to become better independent individuals.

References
Jackson, L. (2015). The Impact of Parental Divorce on Children’s Confidence Levels in Young Adulthood.
Landucci, N. (2008). The impact of divorce on children: What school counselors need to know.
Liu, S. (2007). The Effect of Parental Divorce and its Timing on Child Educational Attainment: A Dynamic Approach. University of Miami, Working Paper.
Mortis, B. (2019). The Effects Of Parental Divorce And Remarriage On Emerging Adult’s Romantic Attachment Styles.
Pittelli, B. V. (2019). Mental Health and the Relationship Between Parental Divorce and Children’s Higher Degree Acquisition.
Stone, J. F. (2019). A psychosocial study explores children’s experience of their parents’ divorce or separation (Doctoral dissertation, Tavistock and Portman NHS Foundation Trust/the University of Essex).

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