This exploratory study was written with the intent to inform educators of the impact that divorce may have on children, of possible factors contributing to the resiliency in children of divorce, and of possible intervention efforts on the part of educators. An extensive literature review presented various perspectives from researchers, authors, and theorists. Developmental theorists such as Erickson were paralleled with empirical evidence collected by researchers such as Wallerstein. Studies including a meta-analysis by Amato (2001) were presented in discussions of the possible outcomes for children of divorce. Long-term outcomes were considered from the perspective of a sociologist and a journalist. Positive parenting skills were offered by experts such as Brooks (2005). A qualitative study of the reflective experiences of adult children of divorced parents was also initiated to determine the accuracy of the literature review and to encourage further research in this area. This thesis involved a self-administered survey of eleven adult children of divorce, while analysis of the survey data utilized a modified form of Grounded Theory. <p>Findings from the survey and the literature review demonstrated the need for relevant educational programs and professional development of educators. It also revealed that programming for parents should include significant elements of motivational and transfer-of-learning techniques, and that programs promoting positive reflective thought are needed for adults emerging from childhood divorce experiences. <p>The descriptions of emotions and behaviours disclosed by the participants of the survey were compelling and direct, offering convincing insight into the impact of parental divorce. Participants indicated that parents, and other significant individuals, did not understand what they were feeling. Most participants could recall individuals or groups that did intervene positively in their lives; one mention was made of teacher concern about possible depression. The participants offered insight into positive and negative parental behaviours, and their reflective discussions suggested that one significant outcome of parental divorce was the impact it had on the parent/child relationship, as well as the suggestion that a difficult transition into adult relationships was often a result of this experience. Although significant research has been accomplished on the short-term impact on child development, investigation into the long-term outcomes of parental divorce has received minimal attention, possibly making it difficult for educators to have concrete data to draw upon. <p>The research strongly suggested that there may be a population of individuals that could benefit from educational programs that focus upon their experience as children of divorce. It is my conclusion that an appropriate educational context of constructive reflection and support can contribute positively to the well-being and quality of life for children of divorce.

This exploratory study was written with the intent to inform educators of the impact that divorce may have on children, of possible factors contributing to the resiliency in children of divorce, and of possible intervention efforts on the part of educators. An extensive literature review presented various perspectives from researchers, authors, and theorists. Developmental theorists such as Erickson were paralleled with empirical evidence collected by researchers such as Wallerstein. Studies including a meta-analysis by Amato (2001) were presented in discussions of the possible outcomes for children of divorce. Long-term outcomes were considered from the perspective of a sociologist and a journalist. Positive parenting skills were offered by experts such as Brooks (2005). A qualitative study of the reflective experiences of adult children of divorced parents was also initiated to determine the accuracy of the literature review and to encourage further research in this area. This thesis involved a self-administered survey of eleven adult children of divorce, while analysis of the survey data utilized a modified form of Grounded Theory. <p>Findings from the survey and the literature review demonstrated the need for relevant educational programs and professional development of educators. It also revealed that programming for parents should include significant elements of motivational and transfer-of-learning techniques, and that programs promoting positive reflective thought are needed for adults emerging from childhood divorce experiences. <p>The descriptions of emotions and behaviours disclosed by the participants of the survey were compelling and direct, offering convincing insight into the impact of parental divorce. Participants indicated that parents, and other significant individuals, did not understand what they were feeling. Most participants could recall individuals or groups that did intervene positively in their lives; one mention was made of teacher concern about possible depression. The participants offered insight into positive and negative parental behaviours, and their reflective discussions suggested that one significant outcome of parental divorce was the impact it had on the parent/child relationship, as well as the suggestion that a difficult transition into adult relationships was often a result of this experience. Although significant research has been accomplished on the short-term impact on child development, investigation into the long-term outcomes of parental divorce has received minimal attention, possibly making it difficult for educators to have concrete data to draw upon. <p>The research strongly suggested that there may be a population of individuals that could benefit from educational programs that focus upon their experience as children of divorce. It is my conclusion that an appropriate educational context of constructive reflection and support can contribute positively to the well-being and quality of life for children of divorce.

Malgré de nombreuses études qui soutiennent l'idée que les enfants ayant vécu la rupture de leurs parents rencontrent un plus haut niveau de difficultés affectives et comportementales que les enfants de familles intactes, certaines questions restent à éclaircir. Notamment, les données empiriques existantes ne conduisent pas à des conclusions précises quant au moment exact de l’apparition de ces difficultés. De plus, ce n'est pas clair si ces difficultés sont associées à la séparation en soi, ou à bien d'autres facteurs liés à la séparation. Cette thèse est constituée de deux articles empiriques. Le premier examine l’adaptation de l’enfant avant et après la séparation en fonction du sexe et de l'âge au moment de la séparation. Le second article présente une étude qui a pour objectif de départager l’importance des facteurs parentaux et contextuels et celle de la séparation parentale pour expliquer l’adaptation de l’enfant. Les participants proviennent de l'Étude Longitudinale du Développement des Enfants du Québec (ÉLDEQ, 1998-2006). À chaque enquête de l'ÉLDEQ, une entrevue structurée réalisée auprès de la mère a permis d'évaluer les niveaux d’hyperactivité/impulsivité, d’anxiété et d’agressivité physique de l’enfant. Pendant cette entrevue, les mères ont également répondu à des questions sur la qualité de leurs pratiques parentales et sur le revenu du ménage. Finalement, un questionnaire auto-administré à la mère a permis d'évaluer ses propres symptômes de dépression et d'anxiété. La première étude inclus 143 enfants de familles séparées et 1705 enfants de familles intactes. Deux sous-groupes ont été créés selon que l’enfant ait vécu la séparation entre 2 et 4 ans, ou entre 4 et 6 ans. L’adaptation de l'enfant a été évaluée à un temps de mesure avant la séparation et à deux temps de mesure après la séparation. Les résultats de cette première étude démontrent qu’avant la séparation, les enfants de familles intactes et séparées ne se distinguent pas significativement quant à leurs niveaux d’hyperactivité/impulsivité et d’anxiété. Par contre, ces difficultés deviennent significativement plus élevées chez les enfants de familles séparées après la rupture des parents. D’autres parts, le niveau d’agressivité physique est plus élevé chez les enfants de la séparation indépendamment du temps de mesure. Finalement, les différences entre les deux groupes d’enfants ne dépendent pas du sexe ou de l’âge au moment de la séparation. La deuxième étude inclus 358 enfants de 8 ans qui ont vécu la séparation de leurs parents, et 1065 enfants du même âge provenant de familles intactes. Après avoir contrôlé pour le sexe de l’enfant, les résultats ont démontré que lorsqu’on tient compte de la contribution des symptômes maternels de dépression et d'anxiété, de la qualité des pratiques parentales et du revenu du ménage dans l’adaptation de l’enfant, la séparation parentale ne demeurent plus liée aux niveaux d’anxiété et d'agressivité physique de l’enfant. Par contre, la relation entre la séparation parentale et l’hyperactivité/impulsivité de l’enfant demeure significative. Les résultats présentés dans les articles sont discutés ainsi que leurs implications. / Despite the large body of research supporting the idea that children who experience their parents’ separation encounter more emotional and behavioral difficulties than children who grow up in continuously intact homes, several questions remained to be investigated. Specifically, empirical evidence does not lead to clear conclusions regarding the time of onset of the adjustment difficulties experienced by children whose parents separate. Furthermore, it is not clear whether it is the separation per se that leads to these difficulties, or whether other factors can explain this association. The present thesis is made up of two empirical articles. The first examines the role of gender and age at the time of separation in children’s pre- and post-separation adjustment. The second article aims to disentangle the role of parental and contextual factors, and that of parental separation, in predicting child adjustment. Participants were from the Quebec Longitudinal Study of Child Development (QLSCD, 1998-2006). At every wave of the QLSCD, a structured interview with the mother allowed to assess children’s levels of hyperactivity/ impulsivity, anxiety, and physical aggression. During this interview, mothers also answered questions regarding the quality of their parenting and their household income. Finally, a self-report questionnaire was administered to mothers in order to assess their own symptoms of depression and anxiety. The first study included 143 children from separated families and 1705 children from intact families. Two categories of children were created according to whether separation occurred between ages 2 and 4, or between ages 4 and 6. Child adjustment variables were assessed at one time point prior to parental separation and at two time points following separation. The results of this first paper demonstrated that prior to separation, children of intact and separated families did not differ significantly with regards to their levels of hyperactivity/impulsivity and anxiety. However, children whose parents separated had significantly higher hyperactivity/impulsivity and anxiety levels after the occurrence of separation. Physical aggression was not further increased following parental separation, but was higher in children who experienced separation, irrespective of time. No gender or age differences were found in children’s pre- and post- separation adjustment. The second study included 358, 8 year-old children who had previously experienced parental separation, and 1065 children of the same age who lived in consistently intact homes since birth. After controlling for child gender, results demonstrated that once the contribution of maternal symptoms of depression and anxiety, parenting quality and household income was accounted for, parental separation was no longer associated with child anxiety and physical aggression. However, the relationship between separation and hyperactivity/impulsivity remained significant over and beyond what was contributed by the other variables. The results presented in the articles are discussed, and their implications are highlighted.

Malgré de nombreuses études qui soutiennent l'idée que les enfants ayant vécu la rupture de leurs parents rencontrent un plus haut niveau de difficultés affectives et comportementales que les enfants de familles intactes, certaines questions restent à éclaircir. Notamment, les données empiriques existantes ne conduisent pas à des conclusions précises quant au moment exact de l’apparition de ces difficultés. De plus, ce n'est pas clair si ces difficultés sont associées à la séparation en soi, ou à bien d'autres facteurs liés à la séparation. Cette thèse est constituée de deux articles empiriques. Le premier examine l’adaptation de l’enfant avant et après la séparation en fonction du sexe et de l'âge au moment de la séparation. Le second article présente une étude qui a pour objectif de départager l’importance des facteurs parentaux et contextuels et celle de la séparation parentale pour expliquer l’adaptation de l’enfant. Les participants proviennent de l'Étude Longitudinale du Développement des Enfants du Québec (ÉLDEQ, 1998-2006). À chaque enquête de l'ÉLDEQ, une entrevue structurée réalisée auprès de la mère a permis d'évaluer les niveaux d’hyperactivité/impulsivité, d’anxiété et d’agressivité physique de l’enfant. Pendant cette entrevue, les mères ont également répondu à des questions sur la qualité de leurs pratiques parentales et sur le revenu du ménage. Finalement, un questionnaire auto-administré à la mère a permis d'évaluer ses propres symptômes de dépression et d'anxiété. La première étude inclus 143 enfants de familles séparées et 1705 enfants de familles intactes. Deux sous-groupes ont été créés selon que l’enfant ait vécu la séparation entre 2 et 4 ans, ou entre 4 et 6 ans. L’adaptation de l'enfant a été évaluée à un temps de mesure avant la séparation et à deux temps de mesure après la séparation. Les résultats de cette première étude démontrent qu’avant la séparation, les enfants de familles intactes et séparées ne se distinguent pas significativement quant à leurs niveaux d’hyperactivité/impulsivité et d’anxiété. Par contre, ces difficultés deviennent significativement plus élevées chez les enfants de familles séparées après la rupture des parents. D’autres parts, le niveau d’agressivité physique est plus élevé chez les enfants de la séparation indépendamment du temps de mesure. Finalement, les différences entre les deux groupes d’enfants ne dépendent pas du sexe ou de l’âge au moment de la séparation. La deuxième étude inclus 358 enfants de 8 ans qui ont vécu la séparation de leurs parents, et 1065 enfants du même âge provenant de familles intactes. Après avoir contrôlé pour le sexe de l’enfant, les résultats ont démontré que lorsqu’on tient compte de la contribution des symptômes maternels de dépression et d'anxiété, de la qualité des pratiques parentales et du revenu du ménage dans l’adaptation de l’enfant, la séparation parentale ne demeurent plus liée aux niveaux d’anxiété et d'agressivité physique de l’enfant. Par contre, la relation entre la séparation parentale et l’hyperactivité/impulsivité de l’enfant demeure significative. Les résultats présentés dans les articles sont discutés ainsi que leurs implications. / Despite the large body of research supporting the idea that children who experience their parents’ separation encounter more emotional and behavioral difficulties than children who grow up in continuously intact homes, several questions remained to be investigated. Specifically, empirical evidence does not lead to clear conclusions regarding the time of onset of the adjustment difficulties experienced by children whose parents separate. Furthermore, it is not clear whether it is the separation per se that leads to these difficulties, or whether other factors can explain this association. The present thesis is made up of two empirical articles. The first examines the role of gender and age at the time of separation in children’s pre- and post-separation adjustment. The second article aims to disentangle the role of parental and contextual factors, and that of parental separation, in predicting child adjustment. Participants were from the Quebec Longitudinal Study of Child Development (QLSCD, 1998-2006). At every wave of the QLSCD, a structured interview with the mother allowed to assess children’s levels of hyperactivity/ impulsivity, anxiety, and physical aggression. During this interview, mothers also answered questions regarding the quality of their parenting and their household income. Finally, a self-report questionnaire was administered to mothers in order to assess their own symptoms of depression and anxiety. The first study included 143 children from separated families and 1705 children from intact families. Two categories of children were created according to whether separation occurred between ages 2 and 4, or between ages 4 and 6. Child adjustment variables were assessed at one time point prior to parental separation and at two time points following separation. The results of this first paper demonstrated that prior to separation, children of intact and separated families did not differ significantly with regards to their levels of hyperactivity/impulsivity and anxiety. However, children whose parents separated had significantly higher hyperactivity/impulsivity and anxiety levels after the occurrence of separation. Physical aggression was not further increased following parental separation, but was higher in children who experienced separation, irrespective of time. No gender or age differences were found in children’s pre- and post- separation adjustment. The second study included 358, 8 year-old children who had previously experienced parental separation, and 1065 children of the same age who lived in consistently intact homes since birth. After controlling for child gender, results demonstrated that once the contribution of maternal symptoms of depression and anxiety, parenting quality and household income was accounted for, parental separation was no longer associated with child anxiety and physical aggression. However, the relationship between separation and hyperactivity/impulsivity remained significant over and beyond what was contributed by the other variables. The results presented in the articles are discussed, and their implications are highlighted.

La protection de l’enfant constitue une préoccupation majeure de notre droit, afin que le mineur ne soit pas victime d’un dommage. Cette protection est en premier lieu assurée par la famille. Il peut donc paraître surprenant que l’enfant soit victime de sa famille, ce d’autant plus que les parents doivent agir dans l’intérêt de l’enfant. La notion d’enfant victime de sa famille n’existe pas en tant que tel dans notre droit. La victime supporte souvent un dommage causé par un tiers et non par un membre de sa propre famille. L’étude des situations où l’enfant pourrait subir une atteinte à ses droits de la personnalité, en raison d’une action ou d’une omission de l’un des membres de sa famille, a toutefois permis la conceptualisation de la notion d’enfant victime de sa famille. Il a ainsi été possible de qualifier les différentes réalités rencontrées, en fonction de leurs ressemblances ou de leurs dissemblances. Cette analyse empirique a conduit à déterminer des catégories d’enfants victimes de leurs familles auxquelles correspondent un régime de protection. Elle a notamment eu pour conséquence la recherche de nouveaux instruments de protection adaptés aux spécificités des hypothèses étudiées. Ce processus de catégorisation a permis l’accès à la juridicité des réalités sociales et familiales appréhendées. Il a également été l’occasion de mettre en évidence les fondements de la notion d’enfant victime, dans le sens où le droit a consacré des situations classiques d’enfants victimes de leurs familles. L’apparition de nouvelles réalités sociales a cependant rendu nécessaire le renouvellement de la notion d’enfant victime de sa famille, afin de pallier les limites des fondements de la notion et de garantir la représentation effective de ce phénomène dans le discours juridique. / The child protection represents a major cause for concern of our law, so that the minor doesn’t sustain damage. This protection is firstly performed by the family. So, it may seem surprising that the child is victim of his family, as far as parents must act in the interests of the child. The notion of child victim of his family doesn’t exist as such in our law. The victim often endures an injury caused by a third person and not by a family member. The study of situations where the child may suffer an infringement of his personality rights, due to act or omission of one of the family members, allowed conceptualization of the notion of child victim of family. It was thus possible to characterize the different realities encountered, according to their similarities or dissimilarities. This empirical analysis led to ascertain categories of child victims of their families and the corresponding legal system. It had especially as a consequence new protection instruments research, appropriate to specifics assumptions studied. This process allowed social or family realities encountered getting to legal validity. It was also an opportunity to bring out foundations of the concept of child victim of family, in so far as law has hallowed situations of child victims of their families. However, emergence of new social realities necessitated the renewal of the concept of child victim of family, in order to alleviate the limits of the foundations of the notion and to guarantee effective representation of this phenomenon in legal speech.