Experiences of daycare children of divorce

Størksen, Ingunn; Thorsen, Arlene Arstad; Øverland, Klara; Brown, Steven R.

doi:10.1080/03004430.2011.585238

Cited by 29 publications

(15 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…We will also give two examples of how this has been done: (i) from a study with five-year-old children [11] and (ii) from a study with adolescents aged 13-18 years [12]. We argue that Q methodology offers potential benefits in research with children.…”

Section: Child Development Researchmentioning

confidence: 99%

“…Including children's voices to elicit a wider perspective was a goal in two studies using Q methodology. In one study [11] the focus was on five-year-old children's experiences and emotions related to parental breakup. In another study [12], adolescents' (age 13-18) experiences related to family perceptions when living in foster care were explored.…”

Section: Limitations Of Traditionalmentioning

confidence: 99%

See 1 more Smart Citation

Revealing Children's Experiences and Emotions through Q Methodology

Ellingsen

Thorsen

Størksen

2014

Child Development Research

Self Cite

View full text Add to dashboard Cite

Over the last two decades, there has been a greater readiness to view children as competent contributors to our understanding of children's lives and experiences. As a consequence of this, we have witnessed an increased focus on including children in research. When research aims at revealing children's perspectives, experiences, and emotions, we need to employ methods that are easy-touse means for obtaining their stories. In this paper, we argue that Q methodology is particularly suitable for facilitating children's participation in research. We will give a brief presentation of the methodology and demonstrate its relevance for research with children. We do so by presenting two research examples aiming at revealing children's experiences and emotions in challenging life circumstances. In the first example, Q methodology was used with five-year-old children where the research topic was divorce. The second example is a study on family perceptions among adolescents in foster home care.

show abstract

Section: Child Development Researchmentioning

confidence: 99%

Section: Limitations Of Traditionalmentioning

confidence: 99%

Revealing Children's Experiences and Emotions through Q Methodology

Ellingsen

Thorsen

Størksen

2014

Child Development Research

Self Cite

View full text Add to dashboard Cite

show abstract

“…En línea con lo que establece la literatura sobre el tema, los/as maestros/as de Primaria constatan que la separación y el divorcio inciden de forma desfavorable en la vida escolar de los/as menores, así, se estima que es fundamental la experiencia del maestro o la maestra a la hora de saber detectar los desajustes que se pueden producir en el ámbito escolar tras la separación o el divorcio (Castells, 2004;Musitu, 2004;Storksen, Thorsen, Overland y Brown, 2012). En esta línea, según Velasco-Pereira, Vázquez y Fariña (2014), el tipo de estructura familiar influye de forma significativa en la variable académica repetir curso, pues los estudiantes que experimentan la separación de sus progenitores repiten más cursos, lo que se puede entender como evidencia de vulnerabilidad a presentar dificultades e incluso fracaso escolar.…”

Section: Percepción Profesorado Sobre Efectos Separaciónunclassified

Percepción del profesorado respecto a los efectos de la separación y divorcio

Alonso

Montes²,

Rivera³

et al. 2015

R Est Inv Psico y Educ

View full text Add to dashboard Cite

ResumenEl objetivo de este trabajo consiste en analizar la opinión del profesorado de Primaria sobre los efectos que tiene en el alumnado la separación/divorcio de sus progenitores. Para ello se aplicó un cuestionario a 146 maestros/as en activo. Los resultados señalan que el profesorado advierte que la ruptura parental repercute en todos los ámbitos en los que se desenvuelve el menor. Además, consideran que la formación universitaria es insuficiente para tratar esta problemática; tampoco han participado en programas de intervención y desconocen los existentes en Galicia. En conclusión, perciben las necesidades de estas familias y la necesaria formación para afrontarlas. Palabras clave: separación, divorcio, profesorado, conflicto, menores. AbstractThe objective of this paper is to analyze the opinion of Primary teachers about the effects on students separation / divorce of their parents. A questionnaire was applied to 146 teachers in active. The results show that teachers warns that parental break affects all areas in which the child develops. They also consider that university education is insufficient to address this problem; not have they participated in intervention programs and ignore existing in Galicia. In conclusion, they perceived needs of these families and the necessary training to deal with them. Keywords: separation, divorce, teachers, conflict, children. Método ParticipantesPara este estudio contamos con 146 maestros/as que trabajan en Educación Primaria, de los cuales 29 son hombres y 116 mujeres. La edad media se sitúa en 43.38, siendo la edad mínima 22 y la máxima 61 años. En cuanto a su formación, el 71.2% son diplomados, el 12.3% diplomados y licenciados, el 10.3% licenciados, el 2.7% son graduados y el 1.4% son licenciados y graduados. Estos disponen de experiencia, siendo la media de años trabajados 18.54, con un máximo de experiencia docente de 38 años. En cuanto a las características del centro de trabajo, están ubicados en Pontevedra, de los cuales el 71.9% pertenecen al ámbito urbano y el 28.1% al rural. De éstos, el 66.4% son públicos y el 33.6% privados-concertados. Procedimiento e instrumentoSe aplicó el cuestionario "Percepción del profesorado en procesos de separación y divorcio" adaptándolo a los participantes (véase, Anexo I). Esta prueba fue creada ad hoc por el grupo de investigación PS1 (Fariña et al., en prensa). Este cuestionario ha sido complementado de manera individual. De forma previa, se explica a la población participante el objeto del estudio y la finalidad del mismo. Del mismo modo, se ha indicado que la participación es voluntaria y que los datos se van a utilizar única y exclusivamente con fines científicos, preservando el anonimato de los mismos, según la Ley Orgánica 15/1999, de 13 de diciembre, de Protección de Datos de Carácter Personal. Consta de 24 ítems con una escala de respuesta, tipo Likert, con cinco niveles (1 que indica muy en desacuerdo a 5 que indica muy de acuerdo). Este instrumento aborda tópicos tales como: 1) Grado de sensibilización y actitud so...

show abstract

“…A range of international research spanning from the 1950s to the present has demonstrated that parental separation and divorce may have adverse effects on some children's emotional and behavioural well-being (Cheng, Dunn, O'Connor, & Golding, 2006;Potter, 2010;Strohschein, 2005;Størksen, Thorsen, Øverland, & Brown, 2012), and may be associated with poorer academic outcomes (Amato, 2001;Steele, Sigle-Rushton, & Kravdal, 2009;Sun & Li, 2011). However, not every child whose parents are separated or divorced will experience adverse repercussions, and many children make adequate adjustments (Kelly & Emery, 2003;Moxnes, 2003;Winslow, Wolchik, & Sander, 2004).…”

Section: Introductionmentioning

confidence: 99%

“…In Øverland, Thorsen, et al's (2012) study two main beliefs of day-care staff regarding children of divorce were detected: (1) a variety of internalising and externalising behaviours in children may be related to parental divorce, and (2) structure in the day-care centre and parental co-operation created an environment where children could thrive. In Øverland et al's (2013) study, four viewpoints of teachers regarding their work with children of divorce were identified: (1) being sensitive to children's needs to help them adjust to their changed circumstance, (2) being confident in their work so they could contribute to children's positive adjustment, (3) being insecure when it came to talking with children about their parents' divorce, and (4) keeping a distance between themselves and the children rather than creating support interventions.…”

Section: Introductionmentioning

confidence: 99%

The decision-making processes of early childhood teachers when working with children experiencing parental separation and divorce

Mahony

Lunn

Petriwskyj

et al. 2014

Early Child Development and Care

View full text Add to dashboard Cite

In this study, the pedagogical decision-making processes of 21 Australian early childhood teachers working with children experiencing parental separation and divorce were examined. Transcripts from interviews and a focus group with teachers were analysed using grounded theory methodology. The findings showed that as teachers interacted with young children experiencing parental separation and divorce, they reported using strategic, reflexive pedagogical decision-making processes. These processes comprised five stages: (1) teachers constructing their knowledge, (2) teachers thinking about their knowledge, (3) teachers using decision-making schemas, (4) teachers taking action, and (5) teachers monitoring action and evaluating. This understanding of teachers' reflexive pedagogical decision-making is useful for identifying how teachers and educational leaders can support children experiencing parental separation and divorce or other life challenges.

show abstract

Experiences of daycare children of divorce

Cited by 29 publications

References 36 publications

Revealing Children's Experiences and Emotions through Q Methodology

Revealing Children's Experiences and Emotions through Q Methodology

Percepción del profesorado respecto a los efectos de la separación y divorcio

The decision-making processes of early childhood teachers when working with children experiencing parental separation and divorce

Contact Info

Product

Resources

About