Bibliographic record
Abstract
Children in Changing Families: Life After Parental Separation. Jan Pryor & Bryan Rogers. Malden, MA: Blackwell. 2001. 320 pp. ISBN 0-631-21576-X. $26.95 (paper). In Children in Changing Families: Life After Parental Separation, Jan Pryor and Bryan Rogers review the volume of research on children's experiences with parental separation using studies from the U.S. and Canada, U.K., Australia, and New Zealand. This international emphasis is but one of the aspects that sets this book apart from many other recent books on the effects of divorce on children. Another unique aspect is an initial chapter that provides a socio-historical context for studies on changing families, including an interesting discussion of demographic changes and the current social rhetoric in the opposing perspectives of liberals and conservatives. A second aspect is their discussion of the research from selected theoretical and conceptual frameworks, including trauma theories (e.g., loss, abandonment, attachment); life course theories (e.g., Bronfenbrenner, social and economic capital); and stresses and resources. These frameworks are integrated throughout the various chapters and ultimately are evaluated for their explanatory power in the final chapter. A third aspect of the book is the heavy focus on the findings from studies, many of which are longitudinal in nature and most of which used sizable and representative samples. Although there is mention of qualitative studies, particularly those with a longitudinal component (e.g., Wallerstein's work), these are given much less emphasis and included primarily as content in previously published metaanalyses by other scholars. The primary objective of the book is to answer the question of whether fare less well if brought up in families that depart from the structure of two original parents living with their own children (p. 54). In fulfilling this objective, the book has several strengths worth noting. First, Pryor and Bryan have covered the extant literature in a clear and concise manner, and in Chapter 3 they provide the reader with valuable summary tables of the studies and the effect sizes. Second, they address all of the typical child outcomes: social and emotional behavior; aggressive, antisocial, and criminal behavior; substance use; physical health and development; mental health and well being; and family and intimate relationships. In addition, they focus on changes over time from childhood through adulthood when such evidence is available, and they address the issues of multiple transitions including parental remarriage and redivorce. Third, the authors discuss the available evidence of the effects of preseparation/divorce on children's immediate and long-term outcomes. A chapter is dedicated to children's perspectives (Chapter 4), and another chapter (Chapter 5) to the mediating and moderating effects of various factors (e.g., socioeconomic, family environment, parents' mental health) on children's outcomes. Of special interest to me were Chapters 6 and 7 that examined stepfamilies and multiple transitions and fathers. At the end of each chapter the authors offer an overview of the findings and interpretations of the research from both the liberal and conservative perspectives to suggest where, if any, these positions are supported. …
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".