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This collection contains papers presented at a research seminar on children and families. The papers are: (1) "Children in Transition and Crisis" (Solly Dreman); (2) "The Child and the Family" (Dolores M. Luiz and Josua P. P. Fullard); (3) "Support Systems for Children of Divorce" (Diane Braude); (4) "Children and the Family in a Rural Settlement in Gazankulu" (J. C. Kotze); (5) "Paring Down the Family: The Child's Point of View" (Pamela Reynolds); (6) "The Family, Socialization and Rapid Social Change: Transforming Notions of 'Respect' in the Social Identity of Township Youth" (Catherine Campbell); (7) "The Nature of Parental Authority in the Family Life of Black South Africans" (Sylvia Viljoen); (8) "Social Class Differences in Age at First Childbirth and Views on the Importance of Children: A Study of White Women in Grahamstown" (Susan C. Ziehl); (9) "The Development and Evaluation of a Situation-Specific Parent-Training Programme" (A. S. de Vos); (10) "Mediation and Family Violence" (David Scott-Macnab); and (11) "Adjustment in Children and Families: An Integrated Summary" (Solly Dreman). Each of the papers contains references. (TJQ)

An overview of some major current issues in maternal and paternal deprivation is presented. Parts I and II focus on (1) single parents and issues in paternal deprivation and (2) sex stereotyping and issues in maternal deprivation, respectively. More particularly, Part I discusses the effects of divorce and death on children and the problem of providing for nurturance by fathers in modern society. Cross-cultural variability in fathering patterns is accented and paternal influence on child development in terms of sex role stereotyping and intellectual development is discussed. Feminization of behavior and cognitive skills in sons, and effects of father absence on daughters are considered. Part II deals with the issues of sex stereotyping as personality deprivation. The relationship of paternal and maternal deprivation to school phobia, and the issues of schizophrenia, rejection of children and child abuse are explored. Part II explores the issue of maternal employment in terms of sex stereotyping, mother's morale, delinquency, and academic performance. In conclusion, emotional, social and intellectual effects of day care are noted. (Author/RH)

These papers from an International Committee on Family Research (CFR) seminar explore seven themes, three of which are presented in Part 2. Work, economic policies, and welfare consequences and responsibilities (Theme 5) are discussed in Margrit Eichler's "The Familism-Individualism Flip-Flop and Its Implications for Economic and Social Welfare Policies" and in Andrew Burbidge and Frank Maas'"Throwing Out the Baby...the Need To Assess Unintended Outcomes of Tax Transfer Options." Intergenerational exchange, aging trends, and the public/private support dimensions (Theme 6) are discussed in "Managing Interdependence: Family Development, Policy, and the Care System in an Aging Society" by Karen Altergott, in "Family Support Networks and Public Responsibility" by Pete D'Abbs, and in"Social Change and Support of the Australian Aged: Individual, Family, and Government Responsibilities" by Hal Kendig. Finally, legal regulation of the family and the effect of changes in the family (Theme 7) are explored by Jacques Commaille, Margaret Harrison, and John Eekelaar, respectively, in "From a Socio-Legal Approach to Divorce to a Sociology of Socio-Legal Regulation as Applied to the Family,""The Changing Role of Law in Marital Breakdown," and "Legal Systems and Families." (RH)

This paper deals with the psychological processes and emotional experiences of children whose parents are going through the process of divorce and the complications posed by divorced or divorcing parents moving to new locations. The paper begins with a discussion of the implications of divorce, claiming that divorce is a change that affects everyone in the family and poses both risk and opportunity. Emphasizing that many parents will move away during or after a divorce, the paper also discusses the influence of divorce on custody, parent child relationships, child development, child independence, and the psychological leap required of everyone affected by a divorce. The second part of the paper focuses on children's understanding of divorce as well as their psychological experiences. For children in the face of divorce: Nothing Changes. Children exhibit attachment for their parents throughout their lives. Therefore, divorced parents need to provide an environment that is as supportive as possible for maintaining those attachment relationships. The paper concludes by noting that both the custodial and noncustodial parent must consider carefully how they will act in order to assist the child in maintaining contact and attachment with their parents and to ensure healthy child development. (MOK)

This paper documents the development of an online qualitative questionnaire to be used with teachers of young children experiencing parental separation and divorce. The questionnaire forms the first phase one of a larger project where it will be used to determine teachers' thoughts, opinion, and beliefs regarding their preparedness for working with children experiencing parental separation and divorce. Development and structure of the questionnaire has been informed by a previous study whereby teachers disclosed their professional learning needs for working with children and families experiencing parental separation and divorce. The modules in the questionnaire reflect the modules in the online professional learning tool. The categories of teachers' professional learning needs are--(1) knowledge of the phenomenon, (2) working with children, and (3) working with families. Usefulness of the questionnaire was determined using Brookfield's theory of the critically reflective practitioner. I reflected on my own experiences, sought feedback from colleagues who trialed the questionnaire, and made comparisons with the literature. These data were synthesized to conclude the useful of the questionnaire to determine teachers' perception of their preparedness for working with children experiencing parental separation and divorce.

This paper is part of a larger study that focuses on how today's community college students are paying for their education. Analysis of the data collected for this study shows that students who cohabit display distinctly different characteristics than single, divorced and married students. These include such things as being more likely to have no immediate family with a college degree, and being more likely to work more than 20 hours per week while studying than other unmarried students. This paper brings the particular difficulties with funding and academics faced by cohabiting students at a large urban community college in the south into sharper focus by contrasting their situations with married, divorced, and single students. (Contains 4 tables)

This paper considers the effects of martial disruption on families and the associated risks to children. It discusses opportunities for reducing risk and fostering the psychological well-being of children and families, through research, carefully designed interventions, and proactive social policies. A theory of resilience as cumulative competence promotion and stress protection is applied to the understanding of opportunities for reducing the stress of parental breakup on children. Several strategies are recommended for promoting wellness such as building behavioral and social-emotional competencies and providing proactive modifications to social systems such as school, legal, and judicial systems. Research to date suggests some promising approaches to fostering children's resilience and healthy development. Preventive outreach to promote wellness in children and families should become a priority for future research. (Contains 70 references.) (JDM)

This paper examines how the family has been portrayed in children's literature from the 1950s to the 1990s. Five sample books from each era were randomly selected from the collection of children's literature books from one major university, two colleges, and three public libraries, and each book was examined for content and illustrations. Data on how the family was portrayed were compared to establish trends. The results indicate that over this period of time, the family has moved from a traditional lifestyle to a variety of lifestyles. The types of families portrayed in the literature include divorce or single parent homes, blended families, ethnic families, same-sex families, and extended families. Some issues families are facing include AIDS (cause and effect), inner-city housing, and death of a family member or friend. Educators and parents should be aware of the trends of how families are being portrayed and the emotional repercussions this may have on children. With this awareness they can help children understand their changing environments. (Contains 36 references.) (JDM)

This paper discusses new Swedish legislation affecting individuals with disabilities and the social services required under this act. A list of the social services that are available under legislation is provided. The paper also reviews the results of three studies on the effects of the legislation on children (ages 0-21) with intellectual disabilities and physical disabilities. The first investigation interviewed 17 families of children with physical disabilities who had received help under the new act. The second investigation studied the effects of the legislation on 18 children with intellectual disabilities who had personal assistants. The last investigation studied the effects of having personal assistants for children with disabilities in schools in five municipalities. Results found that the number of divorces was much higher in families with children with physical disabilities than those with intellectual disabilities and that women with children with physical disabilities worked outside the home to a lesser extent than women with children with intellectual disabilities. Findings also indicated that personal assistants made the parents feel safe and relieved that their children were receiving good care; however, the school staff sometimes found the personal assistants difficult to deal with because they were outside the school system. (CR)

Parental death or divorce can have serious effects on children. It is important for adults and teachers to provide support and to be available to listen to the child on an age appropriate level. This paper describes the emotional impact of loss on children both when a marriage is ending and when a parent is seriously ill or is recently deceased. The paper describes the five stages of grief experienced after divorce and death: denial, anger, bargaining, depression, and acceptance. The paper then describes the outward signs of grief in classrooms, which can include daydreaming, outbursts, declining grades, absenteeism, and incomplete work. The paper provides 20 suggestions for teachers to help ease the discomfort felt by these children, including being sensitive to the child and his lack of a parent, being supportive of the parent's situation, maintaining good communication between the child and parent(s), and maintaining a child's privacy. The paper describes a resource program called RAINBOWS that provides grief support to children and adolescents in their effort to cope with loss. It also describes two curricula programs for elementary aged children and adolescents. The paper contains two appendices listing age level reactions to death and age level reactions to divorce. (SD)

A survey of 25 institutions of higher education was completed to identify strategies that are being used to prepare future teachers to help children and families of divorce. Ten individual strategies are discussed, including case studies, journal articles and reflective papers, use of children's literature, student teaching experiences, and discussion of divorce in courses such as Foundations of Education, Child Development, Social Studies Methods, and Urban Education. The data suggest that while numerous approaches are being used to address the topic of divorce, this is not a top priority topic among the many other pressing issues in teacher education. However, with the lives of more than half of U.S. children directly affected by divorce, it is critical that teachers be prepared to be supportive and effective in helping these children and their families. A resource list of children's literature, research literature, and films is included. (ND)

This paper introduces a post-divorce therapy project in which therapists focus on communication patterns and help families resolve their problematic post-divorce situations by co-creating more useful ways of dealing with their disputes and conflicts. The paper also examines how therapists attempt to construct alternative relationships with and between the co-parents. The paper first details the background of this post-divorce therapy project, reporting how since 1988 Nova Southeastern University's (NSU) Department of Family Therapy has been working with Florida's 17th Judicial Circuit to create a number of innovative, court-connected clinical projects. The paper notes that the major influence on the language-sensitive approach used in the clinical project has been the writing of Gregory Bateson--especially his assessment of how relationships are built through language. The central section of the paper consists of excerpted transcripts of a therapy session, recounting the conflicts in the mother, the father, and the therapists' actual words. The paper points out that careful reiteration of the theme of "the child's best interests" finally allows for a lessening of conflict and hope for better relations in the future. The paper concludes with some structural changes for the therapy project which should allow for more effective ways of helping families to work through their difficulties and begin life again after divorce. (Contains 13 references.) (PA)

This paper presents results of a survey of the marriage and fertility histories of women in the United States conducted in June 1990 by the Bureau of the Census as a supplement to the Current Population Survey. The marriage and fertility history surveys were taken in 1971, 1975, 1980, 1985, and 1990. This paper focuses on recent trends in marriage, divorce, remarriage, and redivorce. Previous results are updated with new data. The nature of the relationship between certain social and demographic variables (educational attainment, fertility history, age, race and Hispanic origin, age at marital event, duration in marital status) and marriage behavior is described. The effects of marriage and fertility behavior on children and families are discussed, and some possibilities for the near-term future about where these trends may lead are offered. Fourteen tables are included. These conclusions are presented: (1) the marriage and divorce norms and behaviors that are acceptable to American society have evolved over the past 25 years; (2) proportionally more women will never marry than has been the case in the past; (3) divorce has peaked and will subside somewhat; (4) although remarriage rates have fallen the growth of consequent stepfamilies is significant; and (5) a large segment of the U.S. adult population flows into and out of several marital categories during their life course. (ABL)

The typical approach to studying children's ideas about marriage and divorce is to ask children what they think about their parents' divorce and from their answers to calculate "divorce adjustment." This study used a different approach and asked about children's perceptions of marriage, divorce, and stepfamilies. It also studied if there are developmental differences in children's perceptions of these family issues and if children from divorced parents evaluate marriage, divorce, and stepfamilies differently than do children of nondivorced parents. Subjects (N=119) were in kindergarten, second, and fourth grades who lived with nondivorced parents or divorced mothers. In reference to a story illustrated with paper dolls, children were asked questions concerning marriage, divorce, and stepfamilies as social institutions and as possibilities for themselves. Chi-square analyses indicated that older children's perceptions of marriage, divorce, and stepfamilies were more likely to be abstract and psychological than those of younger children. Children with divorced parents were somewhat more likely than children with nondivorced parents to be cognizant of certain salient divorce-related issues and to express the belief that people have the right to be happy. (Author/ABL)

The variability of children's adjustment to parental conflict and divorce has been well-documented. The family systems literature stresses the importance of a strong parental subsystem that stands apart from the child. This subsystem is clearly at risk in situations of divorce. The study described in this paper examined children's feelings of being caught between two parents during divorce. Data for this study were taken from the Stanford Child Custody Study conducted from 1984-1988 in which 1,600 parents from over 1,100 families were interviewed. Adolescents (N=522), taken from families who participated in the parent study, were interviewed 4.5 years after their parents' separation. The results indicated that: (1) the older the adolescent the more likely he or she was to feel caught; (2) girls were more likely to feel caught than were boys; (3) the higher the parental discord or hostility the more likely adolescents were to feel caught; (4) effects of parents' coparenting style were intensified for adolescents in the dual-residence group; (5) feeling caught was related to higher levels of depression/anxiety and higher levels of deviance; and (6) the higher the level of parental discord the more likely adolescents were to feel caught between parents and the more adolescents felt caught the more depressed they were. The discussion is supplemented by 11 slides. (ABL)

The hypothesis was investigated that, in a structured interview, older children and children from divorced families would express more complex, abstract, and integrated reasoning about marriage and divorce than younger children and children in intact families. It was further hypothesized that children with divorced parents would reach a more complex understanding of family relationships than children whose parents have not separated. Subjects were 119 children between the ages of 5 and 10 in kindergarten and the second and fourth grades. Children were asked both open- and close-ended questions about five main themes in reference to a story line that was illustrated with paper dolls. Themes were: (1) marriage; (2) divorce of a couple without children; (3) divorce of a couple with young children; (4) remarriage; and (5) stepparents. Children were asked questions on marriage and divorce as social institutions and as personal possibilities and on the benefits, problems, and reasons for these marital situations. Findings indicated that the age of the child, not parents' marital status, predicts children's understanding of marriage and divorce. Older children were more likely to express more concrete and practical, and complex and psychological reasoning, than younger children. Younger children were more likely to focus on obvious, superficial behaviors and appearances of spouses, stepparents, and stepchildren. (RH)

Young children's atttitudes about marriage and divorce, considered as social institutions and as personal possibilities, were investigated. Subjects were 119 children in kindergarten and second and fourth grades who lived with nondivorced parents, single divorced mothers, or remarried mothers. In reference to a story line illustrated with paper dolls, children were asked open- and close-ended questions on five themes: (1) marriage; (2) divorce of a couple without children; (3) divorce of a couple with two young children; (4) remarriage; and (5) stepparents. While most subjects expected to marry and believed that marriage is a positive experience, the children were surprisingly accepting of divorce as a solution to an unhappy marriage, even in cases involving young children. However, children with divorced parents were more likely than children with still-married parents to view divorce as a possibility for themselves. Kindergarteners were more likely than older subjects to hold negative attitudes toward divorce. (RH)

Available empirical evidence indicates that the deterioration of stable marriages and families has been a principal generator of moral decline. Children learn moral values mainly within their families, and mainly by relying on their parents as role models. Family conditions for modeling values, together with recent family trends that have impacted the process, have led to declining family time. Two fundamental social changes are necessary to remedy the situation: revitalizing the institution of marriage, and reorganizing work lives. (Author/EV)

Despite a strong and persistent interest in fathers and concern about their absence in children's lives, there is little information on the complex ways fathers make contributions to their families and children. Six major topic areas were covered by panels of experts during the conference: (1) economic, sociological, psychological, and anthropological perspectives on father involvement; (2) patterns of father involvement in two-parent and single-father families, child support and visitation patterns, and differences in patterns between biological and nonbiological fathers; (3) predictors of father involvement for divorced and unmarried fathers; (4) father involvement and outcomes among young children; (5) father involvement and outcomes among adolescents and young adults; and (6) father involvement and outcomes for fathers. A final panel of experts highlighted prevailing themes of the conference, pointed out policy implications, identified major perspectives on father involvement, and considered government's role. Following the main conference a half-day Methodology Workshop was held on October 12, 1996 to provide a forum for more in-depth discussion of methodological issues related to the study of father involvement. Issues discussed in the Methodology Workshop included survey design issues and the selection of survey topics. A list of conference papers is appended. (KB)

The increasing rate of divorce and its effects on children is a major concern in the United States. This study investigated the relevance of family composition due to parental marital status on several interpersonal variables and the impact of these variables on the career development of college students. The interpersonal variables measured were: self-efficacy, self-esteem, and the degree of certainty a participant had for his or her current career choice. A secondary purpose of the investigation was the examination of gender and socioeconomic status (SES) as possible moderators on the long term effects of divorce on vocational certainty. Undergraduate students (n=136) were given self-report measures on the selected variables. A multiple discriminant analysis was used to measure the interpersonal variables as they predicted and classified the participants according to group membership. Instruments used were: the Rosenberg Self-Esteem Scale, the Self-Efficacy Scale, and the Career Decision Scale. Socioeconomic classification was computed using the Hollingshead Index of Social Position. Multiple discriminant analysis was performed on both an analysis sample and a holdout sample for cross-validation. Socioeconomic status was found to be statistically significant when the univariate procedure was performed, upholding the findings of other studies showing that family SES is often negatively impacted by divorce. Structure coefficients and loadings derived from the discriminant analysis procedure upheld the significance of SES. Contains 12 tables and 52 references. (JBJ)

Previous research, conducted when divorce was still relatively atypical, indicated that teachers have lower expectations for children from divorced families than for children from intact families. The purpose of this study was to identify current attitudes of preservice teachers toward children from different family structures. Student teachers (N=85) were asked to identify their perceptions of children in 4 family structures: (1) an intact family; (2) a divorced-single parent; (3) a never-married single parent; and (4) a divorced, gay parent family. It was hypothesized that the intact family and the divorced family would be perceived more positively than the less common family structures. The student teachers completed a questionnaire comprised of vignettes followed by 30 adjectives--half positive and half negative. Findings indicated that perception of the stigma of divorce on children has lessened; divorced, single-parent families had the most positive characteristics; the child seen most consistently in a negative light was from a never-married family; and surprisingly, the child in a gay household was described more positively overall than the child in an intact family. The limited nature of the sample, primarily rural and possibly naive concerning societal changes in family structure, is emphasized. (Contains 19 references.) (LL)

Research indicates that a secure relationship with the custodial parent buffers children from some of the negative consequences of divorce. To test the hypothesis that the quality of open communication between mothers and children as well as their perceptions of acceptance and rejection moderate children's appraisals of divorce and their psychological adjustment, a study was conducted of 79 custodial, unremarried mothers and their children, ages 9 to 12, who had experienced divorce within the previous 24 months. Participants were interviewed and administered tests measuring children's cognition about divorce, mother-child communication, subjects' perceptions of acceptance and rejection, children's psychological adjustment, and mothers' perceptions of children's behavior and competence. The study found that the relation between children's negative cognitive errors; children's self-reports of aggression, anxiety, and depression; and mothers' reports of children's academic performance were moderated by high mother-child communication. However, mothers' social support was found to be beneficial primarily for children who did not tend to make negatively biased appraisals related to divorce, and not protective of children who did. (Contains 10 references.) (BCY)

This study examined relationships between different types of parental conflict (legal conflict, interpersonal conflict, and specific conflict tactics) and children's divorce adjustment. Subjects were members of 120 mother-custody families, recruited through a search of public divorce dockets, with at least one child between the ages of 6 and 12 and in which parental separation had occurred within the past 6 months. Subjects were seen once between 6 and 8 months after the separation and again one year later. Conflict variables from multiple sources, including interviews, questionnaires, and court records, were correlated with children's adjustment variables, which also were assessed using multiple sources (self-report, mother report, and teacher report). Relationships between the different types of parental conflict and children's adjustment were examined within each time period and over time. Results suggest that different types of conflict are related to children's adjustment early and later in the divorce adjustment process. Age, sex, and legal status of the parents' divorce moderated relationships between parental conflict and children's adjustment. The divorce settlement may mark a transition for children, lessening the impact of parental conflict. (NB)

Although a vast proportion of the literature within the last decade has been devoted to the role of adult children in caring for aging parents, family specialists need to acknowledge how older parents continue to function as family resources to their adult children, especially when these children are coping with major life problems. A study was conducted to explore how aging parents serve as resources for their adult children when children experience dissolution of their marriages. Fifty-two parents, ranging from 54 to 87 years of age, were asked to describe their experience of their adult children's divorces and to reflect upon ways in which they were helpful to their children during this life transition. Taxonomical analyses of the qualitative data were conducted. Results suggest that virtually all of the parents aided their children in one way or another. Although advice was provided sparingly and with some trepidation, emotional support was freely given. Frequently cited modes of instrumental assistance included provision of financial support for basic needs, attorney fees, or mortgage payments; housing; and childcare. (Contains 20 references.) (Author/NB)