Cultivating Resilience in Children From Divorced Families

Chen, Jen-De; George, Rebecca A.

doi:10.1177/1066480705278686

Cited by 33 publications

(25 citation statements)

References 19 publications

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“…For practitioners working with divorcing parents and children of divorce, our findings provide preliminary support for the role of sibling interactions, specifically reciprocal interactions in enhancing peer interactions of children in single parent families. In their review, Chen and George (2005) have outlined some important intra and extra-familial factors that enhance resilience among children in divorcing families. Missing from this list is the sibling subsystem.…”

Section: Discussionmentioning

confidence: 99%

Reciprocal and Complementary Sibling Interactions: Relations With Socialization Outcomes in the Kindergarten Classroom

Harrist

Achacoso²,

John

et al. 2014

Early Education and Development

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Research Findings To examine associations between sibling interaction patterns and later social outcomes in single- and two-parent families, 113 kindergarteners took part in naturalistic observations at home with siblings, classmates participated in sociometric interviews, and teachers completed behavior ratings. Sibling interactions were coded using a newly-developed 39-item checklist, and proportions of complementary and reciprocal sibling interactions computed. Complementarity occurred more among dyads where kindergartners were with toddler or infant siblings than among kindergartners with older or near-age younger siblings. Higher levels of complementarity predicted lower levels of internalizing but were not related to externalizing problems. Kindergartners’ sociometric status in the classroom differed as a function of sibling interaction patterns, with neglected and controversial children experiencing less complementarity/more reciprocity than popular, average, and rejected children. Finally, there was some evidence for differential associations of sibling interaction patterns with social outcomes for children in single- versus two-parent families: regressions testing interaction effects show sibling reciprocity positively associated with kindergartners’ social skills only in single-parent families, and complementary sibling interactions positively related to internalizing problems only in two-parent families. Implications for Practice Those working with divorcing or other single-parent families might consider sibling interactions as a potential target for social skill building.

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Section: Discussionmentioning

confidence: 99%

Reciprocal and Complementary Sibling Interactions: Relations With Socialization Outcomes in the Kindergarten Classroom

Harrist

Achacoso²,

John

et al. 2014

Early Education and Development

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“…Researchers have identified various factors that may be favorable to the children's adjustment to parental marital transitions, with the most significant mediator being parent-child relationship. Other factors include the encapsulation of parental conflict, individual attributes of the child, the availability of extrafamilial support, as well as the presence of warm supportive stepfathers for boys (Chen & George, 2005;Flowerdew & Neale, 2003;Hetherington et al, 1998;Hines, 1997). Hines (1997, p. 383) also postulated that "both children and parents will have to be flexible in order to flourish in unprecedented family situations".…”

Section: Introductionmentioning

confidence: 99%

Coping With Multiple Family Transitions: Experiences of Stepchildren in Hong Kong

Tai

Wan

Yan

2008

Hong Kong J. Social Work

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This qualitative study explores the experiences of young adult stepchildren who have gone through multiple family transitions of parental divorce and remarriage in their childhood or adolescence. The findings reveal that the stepchildren experienced an unsettling life in multiple homes. Despite having no choice or control over the family events, they seemed to have accepted well their role as passive participants, and perceived having both gains and losses in the process. Having a stable significant figure as well as something to look forward to seem to have brought them a sense of stability that was so important in helping them survive the serial changes in their lives. Various types of coping strategies have been identified as having contributed to the amazing resilience shown by the stepchildren in this study. 撮要：本研究的對象是曾在兒童或少年期經歷過父母離婚及再婚，並曾跟隨再婚父母居住的年青人。研究發現他們雖然缺乏穩定的家庭，甚至感到寄人籬下，但是他們仍能夠接受現實，體會到有失也有得，亦在轉變中尋找到一絲安穩。本文除了闡述受訪者的經歷，並集取及分析了一些有助他們從艱難中站起來的方法。

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“…The success or failure of a child in dealing with parental divorce depends on the child's endurance. The endurance or capacity in dealing conflicts is called "resilience" (Chen, 2005;Masten, Best, & Garmezy, 1990). …”

Section: Introductionmentioning

confidence: 99%

Resilience of a Child From Broken-Home Family: a Phenomenology Study

Widyastuti¹

2017

IJASOS- International E-Journal of Advances in Social Sciences

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A parental divorce is a stressful event for children. Several studies show that children from broken-home family have complex problems. However, some children from broken-home family are found to be able to have a good achievement and able to grow to be positive. They are able to build resilience in facing their family problems. The purpose of study was to understand how a child from broken homes achieves resilience. A phenomenology study was used in this study. Interviews and observations were used to collect data.The subject was a 25-year-old female. The resilience framework which focuses on socio-ecological context was used to understand how the subject achieved the resilience. The parents of the subject divorced when the subject was four years old, then subject's mother remarried three times. The subject had stressors related to open conflict between her mother and father, traumatic experience through witnessing physical abuse of step father, lack of openness in communication with mother, and unsupportive friends. In this case, the resilience process began when the subject was already young adult. The subject's understanding could help her in accepting and coping the problem actively. It is supported by subject's internal characteristics including religiosity, cognitive, and social competencies which developed as the subject grown up. The openness in communication which get reciprocity from the significant other around the subject has a role in achieving resilience. Therefore, the lesson learned from this research are resilience can be achieved if the individual who exposured the stressors coped the problem actively. It is supported by both of internal and external resilience factors which include of: (1) acceptance, (2) religiosity, (3) cognitive ability, (4) social competencies, and (5) social support. In this case, mature age seemed to be an important factor in achieving resilience since it reflect maturity in those factors cited previously.

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Cultivating Resilience in Children From Divorced Families

Cited by 33 publications

References 19 publications

Reciprocal and Complementary Sibling Interactions: Relations With Socialization Outcomes in the Kindergarten Classroom

Reciprocal and Complementary Sibling Interactions: Relations With Socialization Outcomes in the Kindergarten Classroom

Coping With Multiple Family Transitions: Experiences of Stepchildren in Hong Kong

Resilience of a Child From Broken-Home Family: a Phenomenology Study

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