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Example research essay topic: Hatred Aggression Outrages Insults Rude Irritable Unsocial Children - 2,963 words

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Running head: ABSENT FATHERS AND THEIR EFFECTS ON CHILDREN Absent Fathers and Their Effects on Children Absent Fathers and Their Effects on Children Abstract The phenomenon of the family with absent father is stipulated by several reasons: separation or divorce of married couples, breakdown of the relationships of unmarried cohabiting couples, non-marital births and fathers absent from their children due to different reasons. Absent fathers have negative influence on moral and emotional development of childs personality. Absent fathers contribute to negative family environment, conflict relationships of close relatives, and the atmosphere of mutual hatred, aggression, outrages, insults, and mutual accusations. All this has an impact of childs mentality, his perception of the world, childs moral convictions, viewpoints, attitude to social surroundings, etc (Arendell, 1993). Children brought up in families with absent fathers often suffer from emotional and psychological disorders. They become more unsociable, reserved, aggressive, uncertain and capricious.

Abnormal emotionality, lack of balance, abnormal susceptibility and sentimentality bear hypertrophic nature and make the childs psychics more vulnerable. Feeling of emotional pain, shame, self-inadequacy, lack of self reliance, complex of inferiority, feeling of isolation and loneliness make children rude, irritable, unsocial, and result in loss of interest to the environment (Arendell, 1993). The research proposal is aimed to prove the hypothesis that absent fathers are conductive to the complex of unfavorable factors able to make negative impact on psychical, moral and ethical child development up to pathologic aberrations in the spheres of psychical and criminal juvenile behavior and contribute to deviant psychological peculiarities of the childs image of the self and the psychological attitude to his parents compared to children brought up in the full-pledged families (Bryant, 1997). Outline Chapter I: Problem Statement Problem Statement Definition of Terms Paradigm and Assumptions Chapter II: Literature Review Historical and Current Studies Non-Resident Fathers: Statistic Data Non-Resident Fathers: Policy Concerns The Characteristics of Absent Fathers The Characteristics of Absent Fathers: Summary Contact between Non-Resident Fathers and Their Children The Level of Contact between the Absent Fathers and Their Children Absent Fathers: Effects on Sons Abandoned Sons: Self-Esteem and Shame Abandoned Sons: Intimacy Struggles Absent Fathers: Effects on Daughters Research Problem Chapter III: Methodology Stage 1: Emotional health analysis; Stage 2: Peculiarities of self-appraisal Demo-Rubinstein Diagnostics Demo-Rubinstein Method: Description Self-Appraisal and Defense Mechanisms of the Personality The procedure Instruction Interpretation and analysis of the results Height of the actual self-appraisal Interpretation Self-Descriptions Limitations of the Method Expected Results Timeline References Absent Fathers and Their Effects on Children Chapter I: Problem Statement Problem Statement A family with absent father is the most problematic and vulnerable in psychological and educational relation. The proportion of families with absent fathers is significantly high. According to the recent surveys and statistic data, the number of lone parent families increased to 1. 6 million in 1996 from 0. 57 million in 1971 (Commerce, 1994).

Lone parent families in the U. S. contain 2. 8 million children. The lone parent families headed by men make up only 8 per cent of general number of lone families. The approximate percentage of widows makes up 4 per cent. What concerns the non-resident fathers, their prevalence is much higher than the number of lone mother families.

Haskey (1989) and Haskey and Kiernan (1989) state that the vast majority of lone mothers re partner and are no longer lone mothers, as far as approximately two and half years after divorce a third of lone mothers had remarried and another third were cohabiting. However, the biological fathers of lone mothers children remain absent. The main difference between the family with absent fathers and the full-pledged family is a friendly microclimate and positive emotionally psychological environment, where every member of the family feels comfortably. Simultaneously, the psychological environment in a family with absent father increases the risk of psychological and social disorders and aberrations.

The family structure has great impact on formation of value and labor orientations of children. Haskey estimates that children brought up in families with absent fathers have predominating motivation on labor, as far as they consider labor as an opportunity to become independent and self-reliant (Commerce. , U. S. , 1994). At the same time, children brought up in families with absent father have more negative experience concerning family life compared to children brought up in families where two parents are present. Correspondingly, the probability of divorce is significantly higher. Absent fathers can have a negative impact on childs academic performance, activity, morale, childs future life standpoint, and the childs attitude to his future family (Corneau, 1991).

Limited educative functions of family with absent fathers are stipulated by financial, pedagogical, moral, ethical and psychological factors. Concern for the childs future, for his education becomes the lone mothers responsibility. Primarily it concerns maintenance of necessary material welfare and home comforts. It was noticed that after divorce a lone mother often treats an issue of retaining and enhancing the level of previous financial welfare as the guarantee of the childs protected future, as the issue of own prestige and authority. In order to retain financial position, the lone mother tries to find more profitable job or additional source of income. In its turn, it results in lack of time for childs education.

Naturally, the value orientations of the lone mothers changes, whereas the ability to spend time with a child and to contribute to the childs development is often replaced by the desire for financial welfare (Goldberg, 1995). Gradually the lone mothers full-time employment along with household issues and related consistent stress, emotional and physical tiredness results in negative attitude to a child, limited educational abilities, and deficit in communication. In its turn, such behavior is conductive to lack of attention to the child, his interests, requirements and necessities, weakened control on his behavior. Moreover, children brought up in families with absent fathers often mature with no adult supervision. Financial and temporary problems of the lone mother often result in issues of child neglect fraught with grave consequences (Griswold, 1993). Evidently, unfavorable conditions of upbringing a child in a family with absent father are partially balanced by considerable participation of elder generation; however, participation of grandparents is unable to compensate all problems that appear due to absent father.

Moral and psychological factors are the main factors that determine educative inferiority of the family with absent father. In lone mother families relationships between mothers and teenagers are often limited and circumscribed. Children usually equally treat both parents, as far as children feel demand in love to both parents with no exception. This issue becomes of primary importance from educational point of view, especially from the position of emotional education. Father and mother are the integral parts of a full-pledged family.

They are mutually complementary in the process of childs upbringing. Every person has his own individuality and brings in the family the unique diversity of feelings, emotions, interests, actions, knowledge and experience. At the same time, in the families with absent father harmonic construction breaks into pieces and the child suffers from unilateral upbringing (Herzog & Studio, 1971). The phenomenon of the family with absent father is stipulated by several reasons: separation or divorce of married couples, breakdown of the relationships of unmarried cohabiting couples, non-marital births and fathers absent from their children due to different reasons. Absent fathers have negative influence on moral and emotional development of childs personality.

Absent fathers contribute to negative family environment, conflict relationships of close relatives, and the atmosphere of mutual hatred, aggression, outrages, insults, and mutual accusations. All this has an impact of childs mentality, his perception of the world, childs moral convictions, viewpoints, attitude to social surroundings, etc. Positive influence of parents becomes doubtful, as far as parents become unable to control their childs actions and to direct the childs development (Lamb, 1997). Children brought up in families with absent fathers often suffer from emotional and psychological disorders.

They become more unsociable, reserved, aggressive, uncertain and capricious. Abnormal emotionality, lack of balance, abnormal susceptibility and sentimentality bear hypertrophic nature and make the childs psychics more vulnerable. Feeling of emotional pain, shame, self-inadequacy, lack of self reliance, complex of inferiority, feeling of isolation and loneliness make children rude, irritable, unsocial, and result in loss of interest to the environment (Lansky, 1992). Absent fathers are conductive to the complex of unfavorable factors able to make negative impact on psychical, moral and ethical child development up to pathologic aberrations in the spheres of psychical and criminal juvenile behavior.

Absent fathers also contribute to deviant psychological peculiarities of the childs image of the self and the psychological attitude to his parents compared to children brought up in the full-pledged families (Luepnitz, 1988). Definition of Terms Absent Fathers - absent or non-resident fathers, who are more or less temporary absent from their children due to divorce of married couples with children, the separation of married couples with children, the breakdown of the relationships of unmarried cohabiting couples with children, non-marital births, as well as fathers absent from their children in result of leaving home to find work, active service in the armed forces, undertaking work that took them away from home, hospitalization or imprisonment (McGoldrich, 1997). Child development - the term embraces all the aspects of child growth from birth to adolescence. Child development involves the progressive elaboration of personality development, childs intellectual skills, embracing the complex interaction between the stage-by-stage development of the physical body, psychological and sociological factors and the process of socialization.

It is also referred to as the process by which a child adjusts to social environment and its demands (Mitscherlich, 1974). Paradigm and Assumptions The project proposal is designed to gather information from a wide variety of sources and to prove the hypothesis that absent fathers contribute to a range of unfavorable aspects that have negative influence on psychological, moral, ethical and psychical child development up to different pathologic aberrations and deviance's in psychological peculiarities of the childs image of the self and the psychological attitude to his parents compared to children brought up in the full-pledged families (Phares, 1992). Chapter II: Literature Review Historical and Current Studies Numerous scientific studies assert that continual psychological contact with a child should be examined as the necessary precondition of child upbringing. Schenk, R. , and Everingham, J. (1996) consider that it should be recommended to all parents irrespectively of the type of the family, as far as contact with child is necessary in any age.

The emotional experience of psychological contact contributes to the atmosphere of trust and increases self-esteem and positive evaluation of the childs the self. Psychological contact with the child gives him / her a possibility to feel and to acknowledge parental love, care and affection. However, Sills A. , Luepnitz D, and Mitscherlich A. assert that personal qualities could not be vaccinated from without, as far as the child cannot be considered the passive object of extrinsic ascendance. Specific personal qualities, as well as psychological, moral and ethical values are formed during the process of childs interaction with the social environment in result of his own activity (Arendell, 1993).

Communication also plays an important role in formation of childs personality. Peculiar personal values are influenced by the childs communication with social environment and with his parents. The less care and love child receives, the slower he forms as a personality. Such children are inclined to passivity and apathy. They have higher probability to become weak-willed personalities with deviant psychological behavior.

There is interdependence between the development of self-conscience of children and peculiarities of their family upbringing (Bryant, 1997). Children with strong self-esteem are usually brought up in the families where parents spend much time with children, positively evaluate their physical and mental capacities, and foresee good academic performance. Parents often encourage the children and increase their level of motivation (Griswold, 1993). On contrary, children with low self-esteem are usually brought up in the families where the parents do not spend much time with them, but demand obedience. Such parents often negatively evaluate children performance, often reproach and punish them. The parents also expect no significant academic performance in school and considerable achievements in their future life.

Breach of emotional relationships in families has negative impact on formation of childs personality. The scientists generalize rich experience in family psychotherapy and distinguish two kinds of violations of emotional relationships between the parents and the children that occur more often: Underdevelopment of parental feelings (Mitscherlich, 1974) is expressed in lack of desire to pay attention to a child, in superficial interest to the childs affairs. Parents often complain about the tiresomeness of parental duties. Underdevelopment of parental obligations can occur in result of peculiarities of family upbringing (e. g. the parent was also neglected by his own parents and felt deficit of parental love); Shift in parental attitude to the child depending on the childs sex (Phares, 1992).

Such attitude of the parent to a child is often stipulated not by real qualities peculiar to the child, but by general qualities the parent attaches to the sex (men or women in general). In case the parent prefers feminine qualities, he exposes unconscious un acceptance of a male child, and per contra. Such un acceptance is felt by the child and can result in violations of sex-role identification, use of inadequate mechanisms of psychological protection, and different neurotic reactions. According to the results, the lone mothers attitude to children is positive (Luepnitz, 1988). They accept the child and recognize his individuality.

At the same time, the lone mothers can use tactics of punishments and rewards. The lone mothers highly appreciate skills and abilities of their children; encourage their incentive and independence (to some extent even more than the parents of children from families with two parents). The lone mothers do not treat the child at a long distance (as far as they recognize the necessity to be closer to the child). Such mothers generally believe in their childs skills and treat childs failures as accidental (Corneau, 1991). All parents generally have positive attitude to their children, strive to be maximum emotionally involved, and take care of them. However, the families with both parents undertake more efforts to be in symbiosis with their children, they control the children more strictly, but are less inclined to accentuate the childs failures.

According to the recent studies (Griswold, 1993), the most significant differences between the children were as follows: Self-evaluation and concept of the self (p < 0, 0001) - is significantly higher for children from families with two parents; Activity (p < 0, 001) - is significantly higher for children from families with two parents; Mood / frame of mind (p < 0, 002) is higher for children from families with two parents; Attitude to the mother (p < 0, 020) is higher for children from families with absent fathers; Attitude to brother/ sister (p < 0, 002) is higher for children from families with absent fathers; Commutability (p < 0, 004) is higher for children from families with absent fathers; Openness (p < 0, 025) is higher for children from families with two parents; Control (p < 0, 001) is higher for children from families with two parents; Griswold also supports the opinion that the girls from families with both parents present feel themselves successful in many spheres of activity (also in academic performance). Girls from families with absent fathers are not so self-confident but have higher intellectual potential. The boys from families with both parents and with absent fathers report the identical results in self-appraisal by resolution scale. However, the boys and girls from families with absent fathers feel alienation from social environment, resulting in decrease of the level of self-acceptance (Schenk & Everingham, 1995). According to him, comparison of objective and ideal self-appraisal shows that in general, the ideal self-appraisal is higher than the real.

It witnesses of adequate correlation, with the exception of the boys brought up in families with absent fathers, whose objective self-appraisal is 10 per cent higher than the ideal self-appraisal. Such distortion obviously witnesses of the understated self-appraisal in the families with absent fathers. Further, the comparison between parental appraisal and childs self-appraisal in families with both parents present and in families with absent fathers had shown that these appraisals predominantly coincide (the differences are insignificant by all scales). It shows the acceptance of parental appraisals and orientation on them (Sills, 1995). The comparison of appraisals of the lone mothers in families with absent fathers with the appraisals of mothers and fathers in families with both parents present, show that mothers in families with absent fathers expect from their children higher results and achievements in all spheres of activity. This tendency is generally stipulated by the mothers desire her child to achieve a high social status.

The researchers also conducted a number of experiments asking children to write a short composition with self-description (Corneau, 1991). According to the results, all children describe themselves, their social statues, status of their parents and importance of social contacts with the environment. Children brought up in families with both parents present, more often speak about their parents, call them by name and tell their age. It supports the assumption that children from families with two parents have openness and trust in relationships between the parents and the children. They more often and more willingly write about family relationships. In contrast to them, the emotional atmosphere in families with absent fathers is not so democratic and children, due to their behavioral patterns and habits face more difficulties when they have to speak about the relationships with their parents.

Children from the families with absent fathers more rarely use category we when they describe their family. Unfavorable emotional atmosphere in families with absent fathers also influences the relation to school. Such children more rarely m


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