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Adaptive processes were comparatively examined in elementary school children experiencing the postdivorce process and their peers from intact homes using a developmental conceptualization of coping with a family systems perspective. Children's psycho-social coping resources were assessed using the Self Perception Profile for Children, Coping Inventory, Children's Beliefs About Parental Divorce Scale, and Family Environment Scale. Children's global and specific coping efforts were measured using the Child Behavior Checklist and the Schoolagers' Coping Strategies Inventory, respectively. Parental coping efforts were examined using the Ways of Coping Questionnaire. Children from disrupted families were found to have diminished psycho-social coping resources (self-efficacy, self-esteem, coping styles, and social support). Between group differences were found in children's global coping efforts with the frequency and effectiveness of specific coping efforts being influenced by the time since marital disruption. Relationships between children's coping resources and efforts were also observed. In disrupted family systems, parental coping efforts characterized by escape-avoidant and social support seeking behaviors were found to be associated with children's global coping efforts.

Manitoba, like all provinces since the 1990s, has put forth efforts to increase parental input into local school decision making. Despite efforts, parents struggle to gain the recognition and support required to be true stakeholders in school governance. Six members of parent-centred school partnership councils (PSPCs) were interviewed in this qualitative study to determine the role and potential of such councils in three rural Manitoba public schools. This study suggests that the strong efforts since the 1990s for Manitoba schools to have parents as true partners in shared governance has not fully been realized.

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This study aimed to address gaps in the literature by taking a qualitative approach to better understand both facilitators and barriers to acquiring positive social support for first-time parent couples. An interpretative phenomenological approach was utilized to explore the lived experience of first-time parent couples as they navigated the first few months of parenthood. Semi-structured interviews were conducted to identify potential sources of social support within and outside the couple relationship, and to better understand the role these supports played in their adaptation to the parenting role. The study revealed three super-ordinate themes central to our understanding of social support and its critical role in the positive adaptation of first-time parents: 1) predicting social support needs; preparing for the unknown, 2) assessing capacity to meet the demands of early parenthood, and 3) feeling supported as a first-time parent.

South African society may have erased the stigma that once accompanied divorce, but its massive effects cannot be ignored. Hence. the purpose of this research was to determine the causes, nature and impact of divorce on children. From the literature, it became evident that social scientists tracked successive generations of South African children whose parents have ended their marriages. Literature further indicates that divorce is a traumatic experience, characterized by emotions, relief and excitement, shame that you had failed in your marriage, guilt that your children would not have the ideal childhood you had envisaged and fury at your spouse. Its effects are obvious in family life, educational attainment, job stability, income potential, physical and emotional health, drug use, and crime (Search 1983: 11 ). Literature further revealed that each year, over one million South African children suffer as their parents divorce. Moreover, half of all children born in wedlock see their parents divorce before reaching their nineteenth birthday (Search, 1983: 11 ). This fact alone should give policymakers and those whose careers focus on children reason to develop policies that will protect children from the devastating effects of divorce. Divorce has pervasive ill effects on children and the five major institutions of society: the family, church, school, marketplace, and government itself. If the family is the building block of society, then marriage is the foundation. This foundation however, is growing weaker with fewer adults entering into marriage, more adults leaving it in divorce, and more and more adults avoiding it altogether for single parenthood or cohabitation (Mitchell 1979:21 ). Divorce occurs in a context that is usually characterized by chronic parental conflict, pre-occupied parents who may be less sensitive to their child's needs, a reduced standard of living, post separation. chronic stress for the child and parents (Hodges, 1991 :8 ). The following are some major findings revealed in this study: absent parents or non-custodial parents are never in contact with their children and hence continuously fail to maintain their children. Extra marital relations, alcohol abuse, and physical abuse are main causes of divorce. Divorce has long term effects on children. These sometimes they carry along to adulthood. Not all marriages fail for the same reason, nor is there usually one reason for the breakdown of a particular marriage. Nevertheless, some reasons are more heard than others, such as, poor communication, financial problems, a lack of commitment to the marriage, a dramatic change in priorities and infidelity. All in all, children are at the receiving end. They are the victims of divorce. / M.A. (SW) North-West University, Mafikeng Campus, 2005

Manitoba, like all provinces since the 1990s, has put forth efforts to increase parental input into local school decision making. Despite efforts, parents struggle to gain the recognition and support required to be true stakeholders in school governance. Six members of parent-centred school partnership councils (PSPCs) were interviewed in this qualitative study to determine the role and potential of such councils in three rural Manitoba public schools. This study suggests that the strong efforts since the 1990s for Manitoba schools to have parents as true partners in shared governance has not fully been realized.

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This thesis has two purposes: firstly, to develop grounded theory methodology and secondly, to apply it in order to establish and further investigate those processes which structure young peoples' participation in physical activity. To satisfy the first of these aims, the Helix Model was created to provide a systematic framework to the grounded theory analysis. This Model was then employed to address the second aim, as it was used to analyse interviews conducted with a mixed sex sample of twenty nine very active and very inactive children and their parents. These young people were selected as a result of completing, on four occasions, a 24 hour self-report questionnaire specifically designed for them. The grounded theory analysis identified a series of interrelated 'gatekeeping processes' which construct those opportunities for young people to participate in physical activity. Several evolving processes, varying according to the context and nature of the physical activity, interrelate with one another to create a complex causal web. The gatekeeping processes are consciously, as well as unconsciously, manipulated relative to the social and physical context in which the young person and the other gatekeeping agents (parents, school, peers) exist and find themselves. The interrelationships between these agents, especially the young person and their parents, work through compromise and coercion to satisfy each of their personal agendas. The nature of each agenda is based on the definition associated with the three roles which gatekeepers adopt (guardian, facilitator, enforcer). The definition of each role affects the manner in which young people individually, as well as collectively with the gatekeepers, construct networks to accomplish an evolving combination of: independence, maximisation of the available resources, rewards, and care and control. The interrelationship between these factors and the extent to which participation in physical activity can achieve them, is what determines the likelihood of the young person's participation in that activity. However, physical activity has to compete with a myriad of the other activities the young person is involved in. These are activities, which for the more sedentary young person, are perceived to be more successful at providing the desired rewards.