The Case of John Judith Goh . He Kangya . Jeslyn Ho . Tan Shu Tian . Lite Tan . Tee Mei Shan
Welcome to this episode of‌
with Judith Goh
Scenario
John Scenario Description
Problem Analysis
Learning Theories
Hypotheses
Proposed Solutions
Scenario John used to be a high-achieving student until he was primary two, when his parents divorced. His parents’ relationship became strained and the happy family he once had shattered. Without praises from his parents, he lost extrinsic motivation. Feeling helpless, his studies began to suffer. Despite knowing John’s family situation, his teachers failed to offer assistance and his friends frequently teased and shunned him… Scenario Problem Learning Proposed
Description
Analysis
Theories
Hypotheses
Solutions
Phone Interviews
John’s Mum: Mrs Chan
John’s Form Teacher: Ms Lee
PROBLEM ANALYSIS
Scenario Description
Problem Analysis
Learning Theories
Hypotheses
Proposed Solutions
Problem Statement As beginning teachers, it is important for us to know how social support affects the development of children from broken (dysfunction) families.
Scenario Description
Problem Analysis
Learning Theories
Hypotheses
Proposed Solutions
Learning Theories
Scenario Description
Problem Analysis
Learning Theories
Hypotheses
Proposed Solutions
Learning Theories • Operant Conditioning (Skinner, 1953)
Scenario Description
Problem Analysis
Learning Theories
Hypotheses
Proposed Solutions
Learning Theories • Ecological Theory (Bronfenbrenner, 1979) MICROSYSTEM
http://www.aifs.gov.au/growingup/pubs/reports/ krq2009/images/fig2.gif
Scenario Description
Problem Analysis
Learning Theories
Proposed Solutions
http://www.aifs.gov.au/growingup/pubs/reports/ krq2009/images/fig2.gif
Hypotheses
Learning Theories • Ecological Theory (Bronfenbrenner, 1979)
Scenario Description
Problem Analysis
Learning Theories
Hypotheses
Proposed Solutions
Learning Theories • Ecological Theory (Bronfenbrenner, 1979) MESOSYSTEM
http://www.aifs.gov.au/growingup/pubs/reports/ krq2009/images/fig2.gif
Scenario Description
Problem Analysis
Learning Theories
Hypotheses
Proposed Solutions
Learning Theories • Ecological Theory (Bronfenbrenner, 1979)
John’s mesosytem Lack of home-school collaboration -Teacher understands John’s family situation, but takes no action to help him cope with it. -Teacher makes no attempt to contact parents, even when John repeatedly does not sign his consent forms. Scenario Description
Problem Analysis
Learning Theories
Hypotheses
Proposed Solutions
Learning Theories •Social Development Theory (Vygotsky, 1978)
Scenario Description
Problem Analysis
Learning Theories
Hypotheses
Proposed Solutions
Learning Theories •Social Learning Theory (Albert Bandura, 1977)
Scenario Description
Problem Analysis
Learning Theories
Hypotheses
Proposed Solutions
Hypotheses Teacher: Children from broken families show better academic and psychosocial adjustment with the presence of active involvement from teacher. ďƒ Home-school support & teacher-pupil relationship Family: Children from broken families show better academic and psychosocial adjustment with quality parent-child communication. Peers: Children from broken families show better academic and psychosocial adjustment with presence of peer support. ďƒ Listening support and companionship Scenario Description
Problem Analysis
Learning Theories
Hypotheses
Proposed Solutions
Teacher Involvement Children from broken families show better academic and psychosocial adjustment with the presence of active involvement from teacher: 1. Home-school collaboration 2. Teacher-pupil relationship Scenario Description
Problem Analysis
Learning Theories
Hypotheses – Teacher
Proposed Solutions
“All families must understand the schools their children attend. All schools must understand the families that they serve. And, all schools and families must understand how they can influence each other to benefit the children that they share.� Epstein (1990)
Scenario Description
Problem Analysis
Learning Theories
Hypotheses Teacher
Proposed Solutions
1. Home-School Collaboration Christenson, Rounds, & Franklin (1992) • Better educational outcomes Academic performance Behaviour in school
Cox (2005) • Daily report cards and notes lead to better performance • Two-way communication best McConaughy, Kay, & Fitzgerald (1999) • Two-way communication leads to significant reductions in: Internalising behaviours Externalising behaviours (Delinquency)
Scenario Description
Problem Analysis
Learning Theories
Hypotheses Teacher
Proposed Solutions
2. Teacher and Child Relationship
Hetherington (2003) • Lack of mutual respect leads to: Poorer academic achievement Increase in conduct disorders
Colpin, Vandemeulebroecke, & Ghesquiere (2004) • Good teacher-child relationship leads to: Better psychosocial well-being Better behaviour Better school performances
Hetherington & Jodl (1994) • Teacher’s consistency, warmth, responsiveness + acceptable expectations Enhanced social and cognitive development
Scenario Description
Problem Analysis
Learning Theories
Hypotheses Teacher
Proposed Solutions
Family: Parent child communication Children from broken families show better academic and psychosocial adjustment with quality parent-child communication Scenario Description
Problem Analysis
Learning Theories
Hypotheses Family
Proposed Solutions
Family Support
Scenario Description
Problem Analysis
Learning Theories
Hypotheses Family
Proposed Solutions
Warm Relationships within Family • Improve many difficulties faced during divorce (Sobolewski & Amato, 2007)
• Reduce the effects of conflict and disruption (Demo & Acock, 1988)
• Promote a sense of security (Ainsworth, Blehar, Waters, & Wall, 1978)
• Provide opportunities for instruction in and
reinforcement of adaptive coping efforts (Causey & Dubow, 1993)
• Lead to more active than avoidant coping (Velez, Wolchik, Tein, & Sandler, 2011) Scenario Description
Problem Analysis
Learning Theories
Hypotheses Family
Proposed Solutions
Quality Communication Afifi, Huber, & Ohs (2006) • Comfort in communication More effective coping • Increased father-child communication Decreased externalising problems Mo (2007) • Importance of providing children with information and explanation so children are kept informed and involved
Scenario Description
Problem Analysis
Learning Theories
Hypotheses Family
Proposed Solutions
Relationship with Step-parent Kim, Hetherington, & Reiss (1999) • Children are particularly sensitive to step-parent’s negative behaviours Stepfathers’ hostile behaviours Step children’s
externalising behaviours
• Positive relationships Better functioning
Bray & Berger (1993); Hetherington & Jodl (1994) • Need for establishment of a congenial relationship • Support biological parents' style of discipline • Control attempts should be made gradually
Scenario Description
Problem Analysis
Learning Theories
Hypotheses Family
Proposed Solutions
Peer support Children from broken families show better academic and psychosocial adjustment with presence of peer support. - listening support and companionship. Scenario Description
Problem Analysis
Learning Theories
Hypotheses Peers
Proposed Solutions
Peer Support “Peer support is a system of giving and receiving help founded on key principles of respect, shared responsibility, and mutual agreement of what is helpful. Peer support is not based on psychiatric models and diagnostic criteria.� Schwartz (2000)
Scenario Description
Problem Analysis
Learning Theories
Hypotheses Peers
Proposed Solutions
Peer Impact Ryan (2001) The power of peer support becomes more important when the family relationships are not close or supportive:
Scenario Description
Problem Analysis
Learning Theories
Hypotheses Peers
Proposed Solutions
Peer Impact Kurdek et al. (1981) •Relationships with peers improved after the divorce •Opportunities to discuss experiences with peers Better adjustment World Congress of Family (1999) •Fear of peer rejection Hetherington (2003) •Peer rejection exacerbates negative consequences associated with divorce and re-marriage •Supportive relationship with a single friend acts as a buffer
Scenario Description
Problem Analysis
Learning Theories
Hypotheses Peers
Proposed Solutions
PROPOSED SOLUTIONS
Scenario Description
Problem Analysis
Learning Theories
Hypotheses
Proposed Solutions
Solution: Teacher - School Colin et al. (2004); Butler et al. (2003) •Encourage partnership with both parents Scheduled visits to non-residential parents Importance of child gaining cognitive control Honest and open parent-child communication
• Encourage stepparent’s involvement
Update child's performance in school and raising concerns Offer help Explain to child that it is not unusual for family members to
change Scenario Description
Problem Analysis
Learning Theories
Hypotheses
Solutions School
Solution: Teacher - School Colpin et al. (2004); Klaassen & Leeferink (1998) •Teachers fulfill complementary parenting role Help parents with queries regarding parenting and their child’s issues Teachers perceived as partners in education
Carlile, 1991 • School-based Intervention
Engage school counselor: Cognitive restructuring Sharing sessions with children of similar experiences
Scenario Description
Problem Analysis
Learning Theories
Hypotheses
Solutions School
Solution: Teacher - Self Lazar & Slostad (1999) •Teachers should overcome assumptions of parents' involvement
Scenario Description
Problem Analysis
Learning Theories
Hypotheses
Solutions Teacher
Solution: Teacher - Self Colpin et al. (1999) •Training teachers on effective collaboration with pupils’ families.
Teacher Training Courses
Teacher Preparation Programmes
Scenario Description
Problem Analysis
Learning Theories
Hypotheses
Solutions Teacher
Solution: Teacher - Self Carlile (1991) •Know students well
- Usually unwilling to - Find out when parents - Frequent interaction share their family separated to determine the with parents problems stage child is at
Scenario Description
Problem Analysis
Learning Theories
Hypotheses
Solutions Teacher
Solution: Teacher - Child Carlile (1991)
Scenario Description
Problem Analysis
Learning Theories
Hypotheses
Solutions Child
THANK YOU See you next time on…
with Judith Goh
References • Afifi, T. D., Huber, F. N., & Ohs, J. (2006). Parents’ and adolescents’ communication
• • •
• • • •
with each other about divorce-related stressors and its impact on their ability to cope positively with the divorce. Journal of Divorce and Remarriage, 45, 1–30. Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (1978). Patterns of attachment. Hillsdalte, NJ: Erlbaum. Bandura, A. (1977). Self-efficacy: The exercise of control. New York: Freeman. Bray, J. H., & Berger, S. H. (1993). Developmental Issues in Step Families Research Project: Family relationships and parent-child interactions. Journal of Family Psychology, 7, 76-90. Bronfenbrenner, U. (1989). Ecological systems theory. In R. Vasta (ed.), Annals of child development, vol 6 (pp. 187-251). Greenwich, CT: JAI. Brown, B. (1990). Peer groups and peer cultures. In S. Feldman & G. Elliott (Eds.) At the threshold: The developing adolescent. Cambridge, MA: Harvard University Press Butler, I., Scanlan, L., Robinson, M., Douglas, G., & Murch, M. (2003). Divorcing Children. London: Jessica Kingsley Publishers. Causey, D. L., & Dubow, E. F. (1993). Negotiating the transition to junior high school: The contributions of coping strategies and perceptions of the school environment. In L. A. Jason, K. E Danner, & K. S. Kuraski (Eds.), Prevention and school transitions. New York: Hayworth.
References • Carlile, C. (1991). Children of divorce: How teachers can ease the pain. •
• •
• •
Childhood Education, 67, 232-234. Christenson, S. L., Rounds, T., & Franklin, M. J. (1992). Home-school collaboration: Effects, issues, and opportunities. In S. L. Christenson & J. C. Comoley (Eds.), Home-school collaboration: Enhancing children’s academic and social competence (pp. 193-214). Washington, DC: National Association of School Psychologists. Cockett, M. & Tripp, J. (1994). The Exeter Family Study: Breakdown and its impact on children. Exeter: Exeter University Press. Colpin, H., Vandemeulebroecke, L. & Ghesquiere, P. (2004). Supporting the educational career of children from divorced families: Parents' experiences and the role of the school. British Journal of Sociology of Education, 25, 275289. DOI: 10.1080/0142569042000216945 Cox, D. (2005). Evidence-based interventions using home-school collaboration. School Psychology Quarterly, 20, 473-497. Demo, D. H. & Acock, A. C. (1988). The Impact Of Divorce On Children. Journal of Marriage and the Family, 50, 619-648.
References • Epstein, J. L. (1990) School and family connections: theory, research and
implications for integrating sociologies of education and family, in: D. Ungerer & S. Sussman (Eds) Families in community settings: interdisciplinary perspectives( New York, The Haworth Press). • Hetherington, E. M. (2003). Social support and the adjustment of children in divorced and remarried family. Childhood, 10, 217-236. • Gauze, C., Bukowski, W. M., Aquan-Assee, J., & Sippola, L. K. (1996). Interactions between family environment and friendship and associations with self-perceived well-being during early adolescence. Child Development, 67, 2201-2216. • Hetherington, E.M. and K. Jodl (1994) ‘Stepfamilies as Settings for Development’, in A. Booth and J. Dunn (eds) Stepfamilies, pp. 55–80. Cambridge, MA: Harvard University Press.
References • Kim, J. E., Hetherington, E. M., & Reiss, D. 1999. Associations among Family
• • • •
• •
Relationships, Antisocial Peers, and Adolescents' Externalising Behaviours: Gender and family type differences. Child Development, 70, 1209-1230. Kurdek, L. A., Blisk, D., & Siesky, A. E. (1981). Correlates of children's long-term adjustment to their parents' divorce. Developmental Psychology,17. 565-579. Lazar, A., & Slostad, F. (1999). How to overcome obstacles to parent-teacher partnerships. The Clearing House, 72, 4, 206-210. Mazur, E. (1993). Developmental differences in children's understanding of marriage, divorce, and remarriage. Journal of Applied Developmental Psychology, 14, 191-212. McConaughy, S. H., Kay, P. J., & Fitzgerald, M. (1998). Preventing SED through parent-teacher action research and social skills instruction: First year outcomes. Journal of Emotional and Behavioral Disorders, 6, 81-93. Rogers, B. & Pryor, J. (1998). Divorce and Separation: The outcomes of children. York, UK: Jodseph, Rowntree Foundation. Ryan, A. M. (2001). The peer group as a context for the development of young adolescent motivation and achievement. Child Development, 72,1135-1150.
References • Mo, W. (2007). The Divorce Culture and Picture Books for Young Children. • • •
• •
•
International Journal of Early Childhood, 39, 23-35 Schwartz, D. (2000). Subtypes of victims and aggressors in children's peer groups. Journal of Abnormal Child Psychology, 28, 181-192. Skinner, B. F. (1953). Science and human behaviour. New York: The Free Press. Sobolewski, J. M., & Amato, P. R. (2007). Parents’ discord and divorce, parent-child relationships and subjective well-being in early adulthood: Is feeling close to two parents always better than feeling close to one? Social Forces, 85, 1105–1124. Fagan, P. (2011). The effects of divorce on children. Retrieved from http:// www.worldcongress.org/wcf2_spkrs/wcf2_fagan.htm on 16 September 2011. Velez, C. E., Wolchik, S. A., Tein, J., & Sandler, I. (2011). Protecting Children from the Consequences of Divorce: A longitudinal study of the effects of parenting on children's coping processes. Child Development, 82, 244-257. Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.