Browsing by Author "Mthombeni, Rodgers Boy"

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    The problems experienced by children of divorced parents
    (1993) Mthombeni, Rodgers Boy; Urbani, G.
    The aim of this study was: * to describe the life-world of the children of divorced parents from a psychopedagogical perspective at the hand of relevant research literature; * in the light of the findings obtained from the literature study establish certain guidelines according to which accountable support can be instituted to meet the needs of the children of divorced parents. In our society of today divorce is increasingly common. Latest divorce figures released by the Central Statistical Services in Pretoria show that in 1990 more than 20 000 Whites, 5 217 Coloureds and 1 421 Asians were divorced. There are no figures at present available for the Black population, although it is believed that divorce is on the increase in this community. Most divorcing parents are aware of the conflicting interests of parents and children and usually want to know how they can best help their children cope with C vi ] what is often a frightening and emotional stressful period in their lives. The first year after divorce is characterized for both parents and children by anxiety, depression, anger, with feelings of rejection and incompetence. Demoralization caused by negative feelings about the divorce causes parents to be less concerned about their children. The children in turn feel confused and resentful, become more provocative and difficult with their parents. They react to stress by nagging, whining, showing an increase in aggressive behaviour, and becoming more disobedient. From a psychopedagogical perspective the children of divorced parents find themselves in a dysfunctional educational relationship. It is evident from this study that the children of divorced parents are not likely to constitute a meaningful and adequate life-world without assistance. The life-styles of these children are often an example of the outcome of disharmonious educational dynamics. It represents inadequate personality development, which although it took place through the child's own initiative is mainly the result of educational misguiding by divorced parents. If children are to recover from the trauma of divorce, strategies for support must be designed and the needs of the children understood. Accountable support for these children implies that the children must be given meaningful help so that the situation of dysfunctional education in which they more often than not are caught up, may be rectified. These support systems may be divided into the following three phases: * Preventative support. * Support just before or at time of divorce. * Support after divorce and continuing support. In the light of the findings the following recommendations were made: * Educational Psychological Support Services (EPSS) must be established. * Educational-Psychological Support Service Units (EPSSU) must be established. * School social workers must be properly trained and appointed to offer guidance programmes in schools. Divorce workers Court Counsellors must be trained social and employed by the Department of Justice. * Attendance of the relevant counselling programmes must be made mandatory before the final divorce order is granted for couples with children.