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Learning difficulties among children of separated parents

There are many reason why children are separated from their parents, it can be caused of parents passing away, children being neglected or abused and are forced to be remove from the household and being placed into the foster care system or even placed with a family relative, children can also be separated from their parents that are from other countries, due to their country being destroy and have no other choice, but to be placed into somebody else’s hands.

Children can be traumatized and most of the time end up with low self esteem, they can feel lost because of not really knowing why this happening to them and also blame themselves. This situation happens all over the world and the ones that suffer the most are the children.

This research paper is consisted of several researchers who studied on children and their learning difficulties due to being separated from their parents.

Listed on this research paper are the methods that were used by the researchers and are compared to other children who live with both parents and children who live with a caregiver compare to living with the child natural parents.

Researchers Methods 1

Sandra H. Jee, Kelly M. Conn, Wendy J. Nilsen, Moira A. Szilagyi, Emma Forbes-Jones and Jill S. Halterman, research method that they used were assessment surveys, and was given to all kindergarden students parents, that consist questions of the children’s social background, medical history and the children’s behavioral profile, the method of the surveys were to compare children from separated parent for at least a month to children that were never separated from their parents and that was how the researcher validated the measurements of the children development on learning, language, preliteracy and speech (Jee et al., 2008 p. 163).

Results

The results that came out of this study 1619 children and of 18% of these children that were separated from their parents for a month, 11% was separated once, 7% > 2 times. The children that were separated had a worse score then the ones who never been separated from their parents, 3.14 vs. 3.28. P = .001 and pre-literacy 2.21 vs. 2.35, P = .03. Higher rates in learning difficult 26.7% vs. 16.7%, 9P < .001, preliteracy problems 25.9% vs. 18.7%, P =.01 are for the ones that were separated versus the ones who never been separated from their parents. Multivariable Modeling, separation that were associated with the learning problems were adjusted to odds ratio, 1,71; 95% on confidence intervals, 1.18-249 and preliteracy problems were adjusted to odds ratio, 1.46; 95% in confidence interval, 1.04-2.05, when adjusted for demographic, medical, and social factors. (Jee et al, 2008, p 163-168)

Researcher Method 2

Robert Kominski, Amie Jamieson, & Gladys Martinez are staff members of the U.S. Census Bureau Publication; the method that was used in this study was for children characteristic was through a data collection which would indicate the risk factors of the children and their family. The data that was collected were from a study that was done in October 1999 Current Population Survey. Resident from different household were contacted for a personal interview on several topics, the purpose for the study was to analysis the risk factors on the children’s household and their education condition. The surveys are used for the Bureau of labor for statistics for children school enrollment and to identify their characteristic ability, such as English speaking ability and if the child had ever been kept left back on the same grade, due to parents not speaking the language in the homes. “The self-report of English-speaking abilities has been shown to be highly correlated with actual English functioning and understanding”. (Kominski et al. 1989)

Result

7.6% one disability

8.1% left in the same grade level

4.9% that speak English less than very well

30.8% children that don’t live with both parents

2.3% of whom parents that emigrated in the past 5 years

8.5% of family income is below $10,000

10.5% of parents or guardian that are employed

Researcher Method 3

Researchers Tim Gindling & Sara Poggio are principal’s investigator of the University of Maryland and their study method were through mix qualitative and quantitative methodology stages (Tim Gindling & Sara Poggio, March 2009).

The researcher’s studies on qualitative of the Latin Americans Immigrants and it was conducted of two groups, parent eight and parents of six of the Latin American immigrants children that were separated from their parents during their migration, they were interviewed by the school counselors and psychologists. Once the interview was done, the researchers received their quantative analysis and the studied was from July 2007 to September 2008. The information that was received was used for the New Immigrants Survey. There were four measures of the study to see if the evidence affected the children educational success when they were migrated are the four measures were:

Latin American Immigrants children were they older than the other children in their grade.

High school drops out rate.

Grades repetition and test scores.

The fourth qualitative stage that the researchers focus was done on November 2008 and had another nine Latin Immigrants parents that were from Maryland and they also had an on-line anonymous survey of 75 teachers was from the Maryland School. The information that was received gave the researchers the quantative results of the examples from existing police and suggestions for the new policies that would address the challenges that the immigrants students faces who would have the experience of family separations. (Tim Gindling et al, 2009)

Results

According to these two researchers, the results of qualitative and quantitative results had confirm that family who are separated “during migration had a negative impact on the educational success of these children and it goes beyond the problems of the experience by all migrants.” (Gindling el al, 2009) The negative impacts of children that are migrated from their parents are mainly being separated from their mothers and not as much from their fathers. (Tim Gindling et al, 2009)

Researcher Method 4

According to Amy Billing, Jennifer Ehrle, and Katherine Kortenkamp from the Urban Institute, children, who been separated from their parents have difficulties in school, and the separation can be caused by any reason, parents death, incarnation, abuse in the household, the child can be neglected by the parents, parents that are abusing drugs. (The Urban Institute, 1999-1997).

The method that was used in this study were through comparison of children living with a caregiver compare to children living with their natural parents and this type of study was through the National Survey of American’s Families. The finding of this study children that live with a caregiver have more barriers to well being then children well-being living with their parents, the second finding was probably due to the family being poor, usually low income caregivers are worse then a child living with their natural parents (The Urban Institute, 1999-1997)

Result

The caregiver are measured on questions by asking the children well being in school and the question are: How much the children care about school, does the children only do their homework when they are forced, do they just do their school work to get by and does the children always do their homework (Ehrle et al, 1999).

Activity level was measured by using groups of three assessing in the children participation, do they go to after school programs, and are the children in any scouts. Second assessment was are children involve in an after school programs, are the children involve in any weekend youth groups, are they in any type of drama, band or musical chorus, the third assessment were asked if the children had ever been in any other organization activities during the past year (Ehrle et al, 1999). These measures were for children the age of 6 to 17 years old. Caregivers were also measured on their mental health and were asked question like if they are a nervous person, are they calm and peaceful, depressed, feeling blue, if they ever felt so down that nothing can pick them up. (The Urban Institute 1999-1997)

The researchers finding to this study were compared to the involvement that children have in school activities while living with a caregiver, then living with their natural parents and to see why these children don’t do well in school. (The Urban Institute 1999-1997)

Children that are separated from their parents usually have problems in school because of the new environment, always being moved around from home to home that causes them to change schools, difficulties adjusting with the caregiver or family member and are angry that they were taken from their mothers or fathers, that these children would act up in school and end up being kick out of the school for behavioral problems.

Children that are separated from their parents are not only affected by being abused or neglected, they can also be affected of the parents being poor and don’t having money to take care of them and the only choice the parents have is to give them to someone else who are able to provide for the children..

Conclusion

Children who are having learning difficulties due to being separated from their parents, researchers were concern and used different methods from surveys to data collection to find the results of what causes these children not to succeed in school. Children, who are having learning difficulties, are caused in many different ways, from children who physical abuse, to children that are migrated from other countries. The school systems really need to know the knowledge on what causes these children behavior that is affecting their learning difficulties. Teachers and counselors really need pay attention to what causes these situations to happen

When children who are entering school for the first time like kindergarden, the school systems have parents or caregiver fill out a assessment form on the child’s history, medical conditions and behavioral background, this would give the school an idea on how to work with children that have learning difficulties and the situation of their environment at home.

In my opinion children who have been affected of any type of abuse or neglect and are taken away from their parents for any reason need a lot of attention in dealing with the separation from their parents, these children didn’t ask to be born and then end up with their lives being malfunction due to having parents that are not fit to take care of them. Sometimes children that are taken from their parents and are given to the grandparent or even to a family member that are welling to take care of them, these children still go through emotional problems of feeling that their parents abandon them and give the ones that want to take care of them behavioral problems, for example, my niece was taken away from her mom due to her mother using drugs and my brother was in a drug program taking care of his life, my niece was taken away from her mother and was given to the grandmother (my mother) due to her mother abusing drugs, my niece didn’t understand why her grandmother was doing this taking her way from her mother , she wasn’t realizing that it was for her best interest. While my niece was living with her grandmother my niece gave my mother a lot of problems like acting out and blaming my mother for a lot of things, she also was really doing badly at school. My niece was really depressed and only wanted to be with her mother not understanding that her mother couldn’t take care of her due to using drugs. As time went on, my niece started to focus in school and started to listen to my mother, she started to realize that my mother loved her and wanted the best for her, at the end my niece’s mother fixed her life up and my niece went back home to live with her, now my niece is 22 years and is always thanking her grandmother for being there when she needed her the most.

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