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THE IMPACTS OF DOMESTIC VIOLENCE ON ACADEMIC PERFORMANCE OF CHILDREN UNDER 18 YEARS IN KIRINYAGA COUNTY: A SURVEY OF NGARIAMA ZONE

AGNES WANGUI NJOGU

E35S/110/00856

A STUDY REPORT SUBMITTED IN PARTIAL FULFILMENT FOR AN AWARD OF DEGREE IN BACHELO R OF EDUCATION ARTS (ENGLISH/LITERATURE) AT MT. KENYA UNIVERSITY

JULY, 2012 Chapter One 1.0. INTRODUCTION This chapter entails the following: the background information of the study, sta tement of the problem, purpose of the study, objectives of the study, study sign ificance, limitations and delimitations of the study, operational definitions of the key terms used in the study, acronyms and abbreviations. 1.2. The Background of the Study In the past, most of the focus has been on the grave harm that domestic violence causes to the battered women and very little attention on the harm suffered by millions of children who witness it. However, there is a growing concern about h ow exposure to violence impacts a child. Research suggests that between 3.3 million and 10 million children in the United States are exposed to domestic violence each year (Carlson, 1992). Exposure to family violence has significant negative repercussions for children s social, emotio nal, behavioral, and academic functioning. These problems may be seen in the dif ferent realms of the child s, especially regarding his/her performance at school. Wh ile several researchers have already shown that domestic violence disrupts a chi ld s academic as well as behavioral performance at school, I wanted to find out how this process occurs. Exactly how does the violence among family members at home translate into a child s school life? Although many researchers agree that millions of children are exposed to domesti c violence each year, there is no consensus regarding the specific number of chi ldren affected. Various studies have been conducted annually that have determine d that the effects of domestic violence can vary from one child to the next. Acc ording to one study conducted by Gaylord, Holt, Kenny, and Kitzmann (2003), both a child s family environment and the resources available to them may affect they wa y in which he/she reacts to the violence. Compared with the general population, fam ilies by domestic violence are likely to experience higher levels of general str ess, including lower income and more frequent moves; violent couples are likely to be younger and less educated, exhibit higher rates of divorce and single pare nting, and have more alcohol-related problems. (Gaylord et. al. 2003) Every child h as a varying number of risks and protective factors within his/her life. Therefo re, the way in which a child reacts to the violence depends on the severity of t he actual situation and the other risks present in his/her home. For example, a

child from a home in which domestic violence as well as substance abuse, poverty , and negligence are all present risks may be more inclined to have academic and behavioral problems at school, as opposed to a child who is suffering from expo sure to domestic violence alone. Behrman, Carter, and Weithorn (1999), suggested that although every child may be affected differently from exposure to domestic violence, there are some common trends that may be seen. Based on the gathered data, Behrman et al. suggested th at children exposed to domestic violence may demonstrate poor academic performan ce and problem-solving skills. Furthermore, Behrman et al. stated that children may exhibit behavioral problems such as aggression, phobias, insomnia, low selfesteem, and depression. Another study conducted by Fauber, Forehand, Tomas, and Wierson (1990), discusse d how parental involvement influences the way child reacts to the violence. Faub er et. al. suggested that violence between parents may reduce parents availability and attentiveness to their children s developmental and emotional needs. Because the parents are not as accessible to their child, this may result in the child havi ng more academic and behavioral problems at school. 1.3. Statement of the Problem 1.4. Study Objectives The study was guided by the following objectives: 1) To find out the types of domestic violence and their causes 2) To investigate the effects of domestic violence on academic performance of children under the age of eighteen 3) To investigate the characteristics of the children affected by domestic violence 4) To evaluate the roles played by the teachers and parents in minimizing d omestic violence 5) To determine ways of minimizing domestic violence 1.5. Study Questions 1) What are the types of domestic violence in existence and their causes? 2) What are the effects of domestic violence on academic performance of chi ldren under the age of eighteen? 3) What are the characteristics of the children affected by domestic violen ce? 4) What are the roles played by the teachers and parents in minimizing dome stic violence? 5) What are the ways in which domestic violence can be minimized? 1.6. Study Hypothesis 1) There exist various types of domestic violence which have various causes . 2) Domestic violence has various effects on academic performance of childre n aged eighteen and below. 3) Children affected by domestic violence portray certain characteristics. 4) Teachers and parents have a role to play in order to minimize domestic v iolence. 5) There are various ways in which domestic violence can be minimized. 1.7. Scope, Limitations and Assumptions of the Study 1.8. Significance of the Study The study will be an important tool for policy makers in amending and implementi ng policies and laws related to the rights of children since it contains updated information on the current situation of domestic violence in Kenya. The study w ill also be used for literature reviewing by other researchers. 1.9.

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