CHAPTER ONE
INTRODUCTION
1.1 Background of the study
This study is designed not only to impact broad based knowledge to marital homes but also to tackle the problems facing marital instability on the performance of students. Marital instability affects all round development of the student which includes: social, educational, emotional, vocational and mental aspect of the student. It is well known fact that parents contributes a lot to overall development of the students. When there is instability in marriage, which lack parental care which is very essential to their growth hence leads to maladjustment in the students? Student who are in the condition are seen to be confused and standard in life. This often leads to involving themselves breaking the societal norms and values such as: stealing, drug addicts etc.
Marital instability has become a thing of concern in this contemporary society and this is associated with separation, divorce, and widowhood. Separation and divorce are social phenomena created by either husband or the wife or both, but widowhood is beyond the control of human being, it is related to death and thus universal (Amina 2008). Meanwhile, separation may be in two categories: physical Separation i.e. when the husband and the wife reside separately without resolving their marital tie; mental separation i.e. when the couple decides to live together in the same household but without having biological and psychological relations. It is imperative to note that when marriage is dissolved in the court of law, it is called divorce, but when it is dissolved by death is called widowhood (Amina, 2008). Meanwhile, the term marital instability is used to refer to the process whereby marriages breakdown through separation, desertion or divorce (Lesmin& Sarah, 2008). The concept ofwomen in this study is associated with the ladies who are victims of marital instability due to separation and divorce by their husbands. Unfortunately, many children today are faced with the challenges of multiple divorces or separations within their families. Parents who divorce often go on to remarry or form other intimate relationships have higher incidence of failure (Amato, 2000; Wallerstein, Lewis, & Blakeslee, 2000; Ward, 2002). The children are defined here who are also victims of marital instability of their parents and they are below 18 years of age.
According to Smith (1999), some students are flexible and adapt well to change largely due to implementing effective coping strategies, while other students may react in the opposite way. Students may lose confidence, blame themselves for the break-up, and see their parent’s separation or divorce in a complicated way. The range of feelings that a student may encounter include: disbelief and denial, sadness, loss, loneliness, depression, anger, anxiety, fear, relief, and hope. Response to these feelings often results in different levels of intensity (Smith, 1999). While some students may experience mild anxiety and sadness, others may feel more intense emotions. Smith (1999) also found that students’ reaction to their parent’s divorce varies based on the student’s age. Carlson and Hines (cited in Dykeman, 2003) determined that parents can help make a smooth transition for their children during a divorce. Parents can present a reliable and cooperative parenting style when providing their children with discipline and behaviour expectations. Putting the child in the middle and asking them to “spy” on the other parent or report back information regarding dating, finances, and life styles may hurt the student trying to cope with life in two different residences. Students tend to be more resilient when their parents offer strategies such as joint-parenting, similar discipline styles and not competing for child-loyalty with gifts and presents.