单亲家庭子女心理健康分析及对策

在现代社会里,单亲家庭越来越多,由于家庭成员的变化,给孩子心理上产生了极其巨大的冲击,单亲家庭孩子心里健康问题成了社会一个不容忽略的问题。本文紧紧抓住单亲孩子心理的变化,寻求原因,力求找到解决的办法。     

单亲家庭中子女的成长与教育

离婚，在现代人们的观念中似乎不那么沉重了。但是，由离婚所引发出的种种问题，龙期是单亲家庭中子女的成长与教育问题则日益显得突出，令人关注。不容忽视的事实事：离婚率的上升造成了大批的单亲家庭。有资料统计，截止1993年底中国的单亲家庭有1000万个。即是说，中国现在有1000万个孩子（按每家一个计算）生活在只有父亲或只有母亲的单亲家庭中。仅从量上就可以看出，单亲家庭中的子女教育与成长问题，已冲破了某个或单个家庭的个别问题而成为一个严重的具有社主性的问题。单亲家庭子女成长教育中的“残缺”。无论怎样说，单亲家庭毕竟…     

俄罗斯离异家庭的父子关系

长期以来 ,俄罗斯的离婚率居高不下 ,而离婚的最直接的后果是单亲家庭数量直线上升 ,单身母亲家庭的经济境况不断恶化。由于在俄罗斯99%的单亲家庭的家长是母亲 ,所以单亲家庭中孩子的生活面临着严重的经济困难 ,其中很大一部分原因是离婚后父亲不按时支付子女的生活费 ,因此造成离异家庭子女生活水平大幅度下降。但是单亲家庭的子女教育问题不仅限于经济上 ,更重要的是很多父亲不履行教育子女的责任。国家在立法上规定了父亲要对孩子承担抚养义务 (给付抚养费 ) ,但对父亲参与对孩子的教育却没作任何规定。父亲可以和孩子交往 ,交往的频率…     

单亲家庭孩子的教育应受到全社会的关注

由于各种原因,单亲家庭的孩子越来越多,他们特殊的成长环境和特殊的经历形成了他们特殊的性格特征,他们的教育一直困扰着很多的家庭和学校,令很多家长和老师“头痛”,我认为单亲家庭孩子的教育不仅是家庭和学校的责任,也是全社会的责任。     

俄罗斯学者对单亲家庭子女问题的研究

一直以来俄罗斯的离婚率高居不下, 每一个家庭的破裂与解体,都给爱情婚姻 的结晶--孩子,带来了极大的不幸,使他 们的心灵蒙受了巨大的创伤,以后所受的教育无法完全抚平与弥补他们心理上的伤痛。俄罗斯的一项调查显示,2／3的少年犯来自于有缺陷的家庭。由于离婚率的不断攀升,单亲家庭孩子的队伍日益扩大,他们的教育成了学者们关注的一个突出的社会问题。     

关于单亲家庭子女教育问题的研究

在婚姻家庭中,夫妻一方丧偶,自然是不可避免的。然而,人为的半路“分道扬镳”,也在不断出现。尤其是近年来,由于种种原因,年轻夫妻中途离异,导致家庭破裂的事例日渐增多,由此而来的是无数失去父爱或母爱的孩子,正受着支离破碎的家庭教育,成为人们十分关注的社会问题之一。无可否认,单亲家庭子女的教育,毕竟不同于一般的家庭,它是一种在特殊环境中进行的。由此,孩子们的心理究竟发生了哪些变化?如何把对他们的不利影响控制在最低限度,积极地“荒年保苗”?这就是本文诚挚地向单亲家庭的父亲们或母亲们提出的、需要冷静思考的重要课题。一、单亲家庭的不利因素及对子女的影响     

关注农民工单亲家庭儿童——单亲家庭对儿童的影响因素分析

儿童社会化问题是社会关注的热点问题,本文梳理了国内外单亲家庭对子女影响因素的研究现状,发现对一些特殊单亲家庭形式的儿童社会化问题目前的关注度还不高,例如农民工单亲家庭子女,此类儿童在家庭结构、社会支持和亲子关系等方面都有其特殊性,对他们的研究有着必要和紧迫性。     

充分发挥思想政治工作在单亲家庭儿童社会化中的作用

随着社会主义市场经济的逐步深入,单亲家庭儿童日益增多,单亲家庭儿童社会化问题凸现,在单亲家庭儿童社会化过程中,要充分发挥思想政治工作的作用,特别要充分发挥教师的道德模范作用,培养其同伴交往能力;改善家庭教育方式,加速其社会化进程,加强理想信念教育,引导其实现目的价值与工具价值的统一;关心、尊重单亲家庭儿童,为其排忧解难;发挥先进典型儿童的榜样作用,同时应加强单亲家庭儿童社会化思想政治工作的组织和领导,加强单亲家庭儿童有关问题的研究。只有这样,才能促使单亲家庭儿童社会化得以顺利完成。     

社会工作对农村单亲家庭经济和情感的介入——以四川省X乡为例

在市场经济大潮的冲击下,作为一个弱势群体的农村单亲家庭问题不断突显。农村单亲家庭在经济上存在很大困难,而获得的支持却极为有限,单亲家长情感上有很大的困惑,然而没有办法自己解决,又得不到个人或组织的帮助,政府帮扶单亲家庭有这个意识但是力量有限,而农村社区对单亲家庭的帮扶几近空白。在农村单亲家庭的帮扶中引入社会工作的理念与方法是解决单亲家庭面临的困难和问题的有效途径。     

家庭的社会文化因素

人们都承认家庭在发展青年一代精神文化上的特殊作用,但很少有人承认家庭在发展成长中的年轻人个性方面具有关系到前途命运的意义。重要的是要具体、历史地看待这一问题:如今家庭能起什么作用?为此必须对当代最为复杂的社会进程进行通盘分析。单亲家庭数量不断增长,在城市文明激增条件下家庭的“传统”作用的变化,家庭里孩子数量的减少,青年家庭对物质的过分追求,这一切不可避免地同教育制度一样会导致家庭本身的变态。这不仅是社会的错误,也应当说是教育上的无     

Psychosocial treatment and relations between children in residential boarding schools and their parents

The present study examined the impact of psychosocial treatment for children in residential boarding schools on relations with their parents and family, and on the extent of the children's satisfaction with the boarding school. Fifty-one boarding schools (91% of the boarding institutions in Israel) participated in the longitudinal study. The sample consisted of 418 respondents, including boarding school directors, social workers, psychologists, programme directors, counsellors, therapists, and house mothers. The findings reveal that the children maintained a moderate level of contact with their parents and families. The children's overall level of satisfaction with the boarding school was found to be moderate, and increased to the extent that they received more hours of psychosocial and therapeutic care.     

Ethnic Differences in the Effects of Parental Depression on Preschool Children's Socioemotional Functioning

The present study describes the depressive symptomatology of 393 parents of prekindergarten children and assesses ethnic differences in the depression scores of these parents and their differential consequences for children's social competence. Data are drawn from the National Center for Early Development and Learning (NCEDL) classroom study, a national, longitudinal study examining the quality and outcomes of prekindergarten programs operated in schools or under the direction of state and local educational agencies, and the supplemental NCEDL familial and social environments study. Analyses indicated that Latino parents were more likely than African‐American and White parents to be depressed. However, as reported by both parents and teachers, behavioral outcomes for African‐American children of parents with elevated depressive symptomatology were worse than children of their Latino and White counterparts. Interactions between ethnicity and depressive symptomatology emerged in the parent‐child relationship, with African‐American parents with elevated depressive symptoms reporting significantly greater levels of conflict in the parent–child relationship than their non‐depressed counterparts. African‐American parents with elevated depression scores were also less likely to be in marital relationships than their non‐depressed counterparts. Among African‐American families, parent–child conflict served as a mediator of the effects of parental depression on child outcomes. Implications for intervention are discussed.     

Family Transitions,Conduct Problems,and Self-Esteem in Elementary School in Kuwait: A Quasi-Experimental Design

ABSTRACT

This study investigated whether family transitions (disruptions due to parents’ divorce, separation, marriage, or death) were related to problems in the conduct and self-esteem of 331 boys aged 8 to 10 years old in elementary school in Kuwait. The boys were divided into two groups: one whose families had undergone a transition within the past 3 years and one whose families had not undergone such a transition. The two groups were compared on conduct and self-esteem as measured by the Child Behavior Checklist 6–18 and on the Self-Esteem Index. A two-tailed t test was used. The study revealed statistically significant relationships between the two groups. Transitions in the families of young Kuwaiti boys seem to be precursors to problems with conduct but not with self-esteem. Kuwaiti tribal culture may help explain why self-esteem does not suffer after a family transition. The findings suggest a greater need for social services to work with schools to gather information from families to track students and offer services to these families. Future research could study the broader factors surrounding conflict in families undergoing transitions to determine the later impact on children.     

Are Quasi‐markets in Education what the British Public Wants?

In the context of inconclusive evidence on the extrinsic successes of quasi‐markets, policy defences of school choice and competition in education have often discussed the intrinsic, empowering value of choice for consumers, arguing that school choice for parents is ‘what people want’. Discourses often imply that choice is desired for its own sake rather than merely as a means by which families can escape what are deemed to be poor quality schools. Support for an idealistic, abstract notion of ‘choice’ is also taken to imply support for quasi‐markets overall and is not considered alongside possible competing values that people may hold at the same time as they value choice. Additionally, views of parents are often examined without considering possible differences in views between parents and non‐parents. Contributing to debates about how far a public desire exists for quasi‐markets in education, this article draws on data from newly designed questions fielded as part of the 2010 British Social Attitudes survey. The article finds that while choice ‘in the abstract’ is supported widely by both parents and non‐parents (albeit slightly more so by parents), a valuing of choice among the British public appears to be more instrumental than intrinsic – potentially problematic given evidence on the extrinsic benefits of quasi‐markets is mixed. Support for choice is tempered among parents and non‐parents by clear opposition to vouchers, school diversity, government spending on transport costs to facilitate choice and by strong support for the idea of sending children to the ‘nearest state school’.     

Low-Income Parents and the Public Schools

This article addresses the responses likely to be received by low-income parents from teachers and staff in their children's public schools in the United States. A review of the relevant literature reveals that teachers and school administrators tend to subscribe to the dominant beliefs that low-income parents do not care about their children's schooling, are not competent to help with homework, do not encourage achievement, and do not place a high value on education. This article presents examples of such middle-class bias in the words and actions of individual teachers, and research findings that tend to contradict these stereotypes. The barriers that exist for low-income parents in interacting with the schools are discussed, and suggestions are offered for ways in which schools can recognize and respect the standpoint and potential contributions of these parents.     

Do peer effects mediate the association between family socio‐economic status and educational achievement?

Differences in levels of academic achievement according to socio‐economic status (SES), and parental education in particular, have been a persistent feature of Australian education systems. Young people with highly educated parents are more likely than their peers with low‐educated parents to attain high levels of achievement at school. Students with low levels of achievement are less likely than their high achieving peers to complete Year 12 and are more likely to experience negative post‐school outcomes. The SES of the neighbourhood, and in particular, the school attended, has also been found to have an effect on levels of both academic achievement and attainment. For this paper, we conduct analyses of National Assessment Program – Literacy and Numeracy test scores for four cohorts of secondary school students attending government schools in the Australian Capital Territory to examine the associations between parental education, school attended and levels of educational achievement. Our findings show that students with university‐educated parents achieve at much higher levels than their peers with low‐educated parents and that attending a school with a higher proportion of students from educationally disadvantaged families has a negative effect on educational achievement.     

The motives of foster parents, their family and work circumstances

Summary In foster care research the focus is generally placed on thechildren, not on the parents who perform the foster care. Inthis article the focus is on foster parents of 10-11 year-oldchildren. They were interviewed about their motives for becomingfoster parents, which were linked to their family and work circumstances.Among the 21 foster families in the study, four different butequally frequent reasons or motives for taking care of fosterchildren from the very beginning could be distinguished: relativeswho feel responsibility for a certain child; couples who wantchildren and do not think they can have children of their own;families where the mother wants to be at home taking care ofbiological as well as foster children instead of having unskilledemployed work outside the home; and parents with grown-up childrenwho want to fill the 'empty nest' by becoming foster parents- combined with a family business at home or close to home.Changing family and work patterns in Sweden do not seem to haveinfluenced foster families as much as families in general. Theworth of acquiring more knowledge about the families involvedin foster care of children and young people in order to improvefoster care and reduce breakdowns of care is discussed.     

Adoptive Parents’ Attitudes toward Adoption and Domestic Adoption Development in Korea: Adoptees’ Specific Needs for Origin

This study aimed to find out how Korean adoptive parents were carrying out their adoptions in Korea and to see if adoptive families truly understood the meaning of adoption and their adopted child's specific needs to know about his genetic roots. This understanding on the adoptive parents’ part is needed to help the child to form a self‐identity for his well‐being. The study sample of 352 adoptive parents may be the largest study ever done involving families currently raising their adopted children in Korea. Results showed that families did not seem to understand adoption with its characteristics well. Though families’ satisfaction with the adoption was very high, it appeared that their satisfaction was limited to when their adoptees were young, not being extended to when children became old enough to know of their adoption. For adoption development in Korea, however, it was encouraging that parents’ participation in local (regional) meetings with other fellow adopters from self‐support groups appeared to be the most significant consistent factor in contributing to the families’ understanding of adoption and their positive attitudes for the adoptees’ well‐being and to their satisfaction with the adoption.     

Disparities in the Quality of Pediatric Dental Care: New Research and Needed Changes

In the United States, there are significant disparities in the oral health of children from families with high and low socioeconomic status and between majority and minority children. Extant research on these health differences has focused predominately on caregiver knowledge, beliefs, and practices as well as structural barriers such as Medicaid coverage, dentist availability, and transportation issues. Little attention has been paid to the quality of care families experience when taking their child to the dentist or the ways in which dental schools train their students to work with young children. This policy report describes some of the experiences of low-income and ethnically diverse young children and their parents in dental clinics and highlights some of the weaknesses of dental training. We contend that increasing the standards for dental training and practice are necessary for improving young children's oral health and reducing these disparities.     

CALCULATING THE TRUE COST OF PRIVATE SCHOOL EDUCATION: BASED ON A SURVEY OF SOUTH AUSTRALIAN SCHOOL FEES

The cost of a child's education should not be a mystery to consumers, yet little has been published about the true costs, and it is no simple task for parents to calculate. This paper seeks to fill a gap in the research literature that exists in relation to informing parents and educationalists alike as to the true cost of private school education. The term cost is used in the economic sense as encompassing not only the price paid for the product (school fees) but also the opportunity cost to the family in terms of what they forego in order to finance private schooling. Identifying opportunity cost is a useful means of assessing the impact of factors, other than financial, that are influential in determining whether or not private education is purchased. From a survey of South Australian private schools, we have been able to provide a detailed account of the price variations between the fees charged, as well as identifying a variety of additional ancillary charges. Based on the survey figures, we have projected the amount of money that needs to be taken out of the family budget in order to pay for a child's private schooling. At the time the survey was conducted the cost of private school education across three strata, on average, ranged from $13,400 to $42,246. We calculated that incremental family pretax incomes of between $20,303 and $64,009 would be required to fund this education. The amounts represent an opportunity cost to a family whereby money could be put to alternative uses such as home renovation, an overseas holiday, or a buffer against unexpected life events. We conclude that the outlay is substantial for many families and that greater transparency of all costs is needed for families to make informed financial plans to accommodate the overall cost of education for their children.