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1 – 4 of 4Kayla Reed, Trent S. Parker, Mallory Lucier-Greer and Marsha L. Rehm
This study examined how parental divorce during emerging adulthood gives meaning to emerging adults’ developmental stage and interpersonal relationships.
Abstract
Purpose
This study examined how parental divorce during emerging adulthood gives meaning to emerging adults’ developmental stage and interpersonal relationships.
Methodology/approach
The participant sample consisted of 15 females from the Southeastern United States who were between the ages of 18 and 25 (M = 21.5). Qualitative methods were utilized, with a transcendental phenomenological research methodology specifically applied. Interviews were conducted focusing on perceptions of the divorce experience in relation to important aspects of emerging adulthood, namely developmental experiences and interpersonal relationships, primarily intimate partner and dating experiences. NVivo was used to allow a “bottom-up” design, emergent design, and interpretive inquiry for data analysis.
Findings
Two major themes emerged from the data: (1) developmental stage facilitates insight into the divorce process and (2) parental divorce leads to contemplating and reconceptualizing perceptions of self and interpersonal relationships.
Research limitations/implications
Results are relevant to researchers, parents, and practitioners as divorce is examined with a developmental lens. Findings suggest that the meaning and impact of parental divorce are distinct for emerging adult children, characterized by awareness and personal reflection. Implications for parenting and practice are provided.
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Jeremy D. Moeller, Erica D. Culler, Mallori D. Hamilton, Keith R. Aronson and Daniel F. Perkins
Military-connected students experience a high rate of parental absence due to their parents’ military obligations. Military work-related parental absences can affect school-aged…
Abstract
Purpose
Military-connected students experience a high rate of parental absence due to their parents’ military obligations. Military work-related parental absences can affect school-aged children’s emotional and behavioural health and overall academic functioning. The paper aims to discuss this issue.
Design/methodology/approach
The current review identified research studies that explored the effects of military-connected parental absence on school-aged children. Specifically, quantitative and qualitative research studies that examine the impact of military parental absences on dependent variables related to internalising and externalising behaviours and academic functioning were of interest. In all, 26 studies were identified for inclusion in the review.
Findings
Overall, military-connected students who experience a parental absence due to military service are more likely to exhibit an increase in problem behaviours and a decrease in academic functioning compared to civilian peers or military-connected peers who were not experiencing parental absence.
Originality/value
The current review elucidates parental absence within the military context, highlighting key factors that may contribute to increased and decreased behavioural and academic functioning of military-connected students. Results from the review in relation to risk and protective factors for military-connected students, future research and school programming directions are discussed.
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