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Dykeman Interpretation and Critique

发布时间:2017-03-24
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Divorce can have a devastating effect on children. In a study conducted by Dykeman, research suggests pre-referral intervention, the role of the counselor and conflict theory may assist students in coping and functioning in the classroom. Specific results of the study concluded that intervention lead to increased use of rational problem-solving, fewer incidents of verbal aggression, and a decrease in acting-out behavior in school on the part of the student (Dykeman, 2003). These findings indicate that schools need to be involved in developing a prevention plan to assist students in adapting to the change rather than automatically qualifying them for Special Education. In spite of the limitations, the study uses various statistical techniques, states findings and concludes the benefits in pre-referral intervention benefit the students.

There are three research findings presented in the article - the role of pre-referral intervention, the role of the agency counselor, and the role of conflict theory. The use of a pre-referral intervention showed that there is a reduction of the number of students placed in special education for inappropriate behavior in the classroom caused by dissolution of marriage. The unique role of the counselor is vital in assisting schools in helping students deal with this issue. The efforts thwarted negative effects on the student's achieving education. The findings also showed that the use of conflict theory helped treat the impact of divorce in a family.

The findings in this study demonstrate that external factors like divorce have an impact on a student's behavior. Based on these findings, there is a need for schools to become involved in providing prevention techniques to help student's adapt. The findings also show that intervention decreases the number of students potentially being placed in special education when intervention can give the child tools to deal with the pending issues of divorce.

There were a variety of statistical analyses used in this study. The author describes the problem as the negative impact children face when parents get divorced or separated. There are obvious changes in a child's behavior at home and in school. Often times this leads to the student being placed in special education classes based on behavior issues. The author attributes these behavior issues to the change in the family unit - divorce or separation. The author attempts to understand that intervention can be used as a solution to help students cope in an effort to reduce the number of students being referred to special education classes. Based on the results of the study, there is evidence that there is a direct relationship between pre-referral intervention and the number of students recommended to move into special education as a consequence of their behavior as it relates to the change in family structure caused by divorce or separation. The treatment the students received during the six month intervention was aimed at dealing directly with behavior which may affect their ability to learn. The results from the treatment showed improvement in the student's aggressive behavior both at home and in the classroom. They were better able to handle conflict. Although the student's made better use of verbal skills and reasoning, there were no significant changes in their physical aggression. Another result was the teacher's ability to assess the behavior of the student immediately following treatment. Overall the student's behavior improved. The predictions made in the study inferred that children can learn if there is proper intervention achieved through the pre-referral treatment. Statistical prediction plays a major part in helping behavioral and social scientists understand how various factors affect outcomes of interest. (Aron, 2008)

There are flaws in the study. One could argue that the study does not take into account other factors that might affect a child's behavior. Were there other situations the child was currently dealing with that may have had an impact on their behavior? One could question why was only one custodial parent was involved? You might also concern to regarding the variation in the education of the parents. The various levels of education could impact their ability to understand the situation, cooperate with the treatment and support the child in the process therefore affecting the results.

There were several limitations of the study. They include the measurement of the actions a student may take when involved in a conflict, the time span was over the past six months, and no consideration of the non-custodial parent. They were not involved in analyzing or recommending a treatment plan for the child as it relates to a student being referred to special education program. Other concerns for the validity of the findings involve the duration of the treatment as it relates to overall improvement of a child's behavior. Although it is not clear in the results, the study makes an assumption that overall dysfunction would have remained the same. There is no plausible alternative result. For example, many children 'act out' after a divorce and eventually adapt to the situation. The bad behavior is diminished over time without treatment. As indicated in the study, there was no significant effect on the reduction of physical aggression. This would pose the question cause of the acting out was not fully established.

Another study which used a process oriented approach to evaluate the effects of divorce on the vulnerability of the child. (Strohschein, 2005) supports the Dykeman project. Although this study did not have a pre-referral program to deal with the changes in a child's behavior, there are similarities in the findings. This study used a cross-sectional sample and tracked a larger number of children whose parents eventually divorced. The students experience anxiety, behavior issues as a result of divorce. The interesting finding in this study was that the dysfunction decreased when the families resolved the problems within the family. The limitations in this study include the perspectives on family life and child mental healthcare based on one parent's perceptions. The second limitation is the untested assumption that parents invest all available resources in their children. (Strohschein, 2005) This was not tested in the Dykeman study, but could be a consideration.

In conclusion, as evidenced in two different studies, both with limitations, the consequences of divorce affect children's behavior and their ability to cope. It is not clear if the changes would have occurred of time, but with a pre-referral system in place, schools have a better chance at not misdiagnosing and handling a student who is disruptive and struggling in the classroom. The counselor plays an important role in assisting the parent, teacher, and student in mitigating the impact of divorce on the student performance in the classroom.

References

Aron, A., Aron. E.N.,& Coups, E. (2008) Statistics for the Behavioral and Social Sciences. 4th Ed. Pearson Prentice Hall; Upper Saddle, New Jersey.

Dykeman, B. (2003). The Effects of Family Conflict Resolution on Children's Classroom Behavior. Journal of Instructional Psychology. Proquest Education Journals. P. 41.

Lisa Strohschein. (2005). Parental Divorce and Child Mental Health Trajectories.Journal of Marriage and Family,67(5),1286-1300. Retrieved February 2, 2010, from ProQuest Social Science Journals. (Document ID:947254931).

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