The Impact of Relationships on Child Education: An Evaluation Report

This report investigates the impact of relationship issues on the primary education of children, exploring how family problems, domestic violence, and peer bullying affect their mental and social development. The study reviews existing literature, highlighting the detrimental effects of unstable family relationships on academic performance and overall well-being. It emphasizes the importance of counseling programs for students, teachers, and parents to address these challenges. The report proposes a four-week treatment program, including interviews, teacher training, parent education, and student counseling, aimed at creating a supportive environment and enhancing students' self-esteem and confidence. The evaluation design focuses on assessing the program's effectiveness in promoting healthy relationships and improving academic outcomes. The study underscores the need for schools to implement comprehensive strategies to mitigate the negative impacts of relationship problems and ensure children's success in primary education.

Running head: IMPACT OF RELATIONSHIP ON CHILD EDUCATION
Impact of Relationship on Child Education
Name of the Student:
Name of the University:
Author Note:

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IMPACT OF RELATIONSHIP ON CHILD EDUCATION
Table of Contents
1. Introduction and summary of the literature review:...........................................................2
Introduction:...........................................................................................................................2
Review of the literature review:.............................................................................................2
The problem or issue:.........................................................................................................2
Impact of relationship problems on the children (target population):................................3
Addressing the devastating impacts children suffer from due to relationship issues:.......3
Evaluation of the literature review:....................................................................................4
2. Treatment program:................................................................................................................5
Programme design:.................................................................................................................5
Overall aim of the programme:..............................................................................................6
Goals of each week:...............................................................................................................7
Relationship between activities and goals:............................................................................7
3. Evaluation design:..................................................................................................................7
Aim of the evaluation:............................................................................................................7
Rationale of the evaluation:...................................................................................................8
Aspects for evaluation:...........................................................................................................8
Method:..................................................................................................................................8
4. Statement of significance:......................................................................................................9
References:...............................................................................................................................10

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1. Introduction and summary of the literature review:
Introduction:
The aim of the paper is to study the impact of relationship issues on the primary
education of the children. Wright (2016) states that, children come under the influence of
various family issues like family problems, marital rifts between parents and ill treatments by
stepmothers and siblings. The issue the researcher probed into is that these ill-treatment and
bitter experiences have deep impact on the mental and social development of children, which
ultimately have detrimental impacts on their primary education in school. According to
Villavicencio and Bernardo (2013), the school counselling field and counselling by private
counsellors help the children to cope up with the stress caused to them due to domestic
problems. The teachers, friends and parents play a very significant role in helping these
children come out of the stress, mental agony and help them to concentrate in their studies.
Review of the literature review:
The problem or issue:
The paper recognises the issue of domestic violence on the minds of children and their
education. Jones, Greenberg and Crowley (2015) state that family issues like divorce of
parents and domestic quarrels between the elders in their family impact the psychological
stability of children and their capability of receiving education. These issues lead to
devastating impact on the growth and academic achievement of the children, which make the
issue graver. Sarrico, Rosa and Manatos (2012), agreeing to the opinion cited by Jones,
Greenberg and Crowley state that children receive education when they feel safe and secure.
Disturbances in their personal lives cause anxiety, nervousness and mental problems, which
inhibits them to receiving education effectively. The rationale of the study is related to these
harmful effects domestic violence and bullying have on the wellbeing and primary education

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of children. It is important for counsellors, parents and teachers to intervene in these violence
acts towards children because they impair their healthy mental development. The domestic
violence and peer bullying needs to be remedied and prevented by initiating counselling and
awareness programmes among parents and children. It is important to evaluate the
programmes to check their effectiveness in rescuing children from the adverse impacts of
domestic violence and peer bullying on them. The need of the children to lead healthy lives
and receive primary education away from these devastating experiences should be addressed
in the awareness programmes.
Impact of relationship problems on the children (target population):
Villavicencio and Bernardo (2013) state that children do not have the power or
understanding of domestic problems and consequently cannot find solution to them or
prevent their negative impacts. Neece (2014) states that, parents play significant role in the
development, mental security and education of the children, the target population of the
study. Thus, strife between parents and lack of integration between them affect the
understanding children develops about cognitive and social skills. The children as a result
become irritable, violent and unsocial due to the relationship issues they experienced in their
family lives. So et al. (2015) point out to the second impact of relationship problem on
children, loneliness. They state that single parents due to the pressure of earning more money
to rear their children, cannot spend sufficient time with their children. The children as a
result develop complex understanding about relationship and fail to bond with their
classmates as well.
Addressing the devastating impacts children suffer from due to relationship issues:
The impacts domestic violence and relationship issues between parents have on the
development and education of the children have drawn the interest of several writers like
Write (2016). He states that academic achievement of children depends on stability of

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relationship among the key people in their lives namely, parents, siblings and relatives. He
states that today children suffer a lot due to this lack of healthy family relationships.
Undergoing counselling services help them to cope with these domestic stresses and help
them to receive education more easily. Sprague and Nishioka (2012) address the devastating
issues children face due to domestic violence, state that relationship children build with their
classmates play a very important role in academic education. They point out that the
relationship issues children face in their family lives result in lack of self-esteem and
attachment in them. They as a result exhibit lack of confidence, which lead them to bullying
of them in the hands of their classmates. Sarrico, Rosa and Manatos (2012) address the severe
impact of domestic and peer violence on children. They state that children receive education
better in environments they sense security and assurance of moral support. Lack of stability
in the relationships among their family members and friends affects study and degrades their
academic performances.
Evaluation of the literature review:
An evaluation of the above discussion shows that factors like relationships children
experience in their homes and at schools have deep impacts on the academic performances.
The issues like domestic violence, extra marital affairs of parents, step family members and
divorces have deep impacts on the mental and intellectual development of children. Teachers
and friends act as counsellors who help these children to learn at school (DeAngelo, 2014)
However, it can be argued that unstable domestic relationships lead to lack of social skills
and confidence among them. The students suffering from domestic violence as a result suffer
from bullying in the hands of their friends as well. Thus, unstable family relationships and
bullying at school have devastating impacts on the students. They tend to grow aggressive
and unsocial. This prevents them from receiving education at school that leads to unstable
future. Falchikov (2013) propose that schools, especially junior schools should hold

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programmes to counsel students suffering from domestic problems. They should also
include the parents to participate in the counselling sessions to make them aware of creating
and maintaining peaceful relationship at home. The counselling programmes should educate
the parents that mutual bonding and understanding between both the parents result in healthy
mental growth in their children. They contribute towards development of confidence and
social skills among their children. This in turn helps the children to achieve primary
education at school and build healthy relationships with their peers. The counselling
programmes should involve teachers and educate them to encourage students to accept each
other and to abstain from bullying. These counselling sessions should aim towards dealing
with domestic violence and peer bullying in the school (Fiat et al., 2014).
2. Treatment program:
Programme design:
The schools should hold counselling programmes to help students cope with domestic
and peer violence. The counselling sessions can continue for four weeks with each week
having a different set of activities. The first week should consist of interview of students
casually. The teachers should aim to gain in depth knowledge about the family lives of the
students so that they can get clear ideas about the types and rates of the mental pressures
these students pass through in their daily lives. This would permit the teachers to frame plans
on issues the counselling programmes should address (Di Serio, Ibáñez & Kloos, 2013).
The second week can be divided into two parts, each with a different activity plan.
The first part would consist of training of the teachers by external counsellors and
psychiatrists. The counsellors should aim to educate the teachers on ways to deal with both
peer pressures and domestic violence. They second part can have the counsellors and the
teachers speak to parents to educate them on the importance of healthy domestic relationship.

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The counselling session can help parents to cope with serious family issues like marital strife,
extramarital affairs and divorces. The counsellors should aim to help these adults to realise
the fatal impacts domestic violence can have on young children (Swanston, Bowyer &
Vetere, 2014).
The third week can be assigned to student counselling. The teachers should speak to
students in batches and make them aware about the importance of relationships like
friendships. The students can engage in games and activities, which would require them to
seek help from their friends. This would help them in strengthening their bonds and prevent
or minimise bullying (Katz, 2015).
The fourth or the last week should consist of the teachers meeting the students
suffering from domestic violence and bullying. The aim of the week’s programme would be
dealing with the fear and mental trauma these students go through. The teachers should aim
to enhance the feeling of safety, confidence and self-esteem among the students. This would
in turn make such students less prone to bullying and excel in their studies (Didaskalou et al.,
2017).
Overall aim of the programme:
The overall aim of the awareness and counselling programme is to create awareness
among the parents about the impact of their personal problems on their children. The aim of
the programme would also be counselling of the parents, students who bully their peers and
the students who come under the influence of the bully. The final aim of the four-week
counselling session would be to help the students who come under the influence of violence
in any form to cope up and excel in their studies (Menesini & Nocentini, 2016).

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Goals of each week:
The counselling programme is divided into four week and each week should have one
or more goals. The goal of the first week should be gaining information on the types and rates
of violence students are subjected to. The second week should aim towards training and
counselling of teaching staff members and parents by counsellors. The third week should aim
towards engagement of students in activities to create better bonding between them and
lessen their tendency to bully their classmates. The fourth week should consist of counselling
of students who suffer from domestic violence, bullying or both. The aim of the counselling
should be enhancing their self-esteem and confidence (Henry, Pooley & Omari, 2014).
Relationship between activities and goals:
The goals of the counselling programme are to counsel, help students suffering from
domestic violence, bully cope with these atrocities and excel in their studies. The activities
revolve around providing counselling to students suffering from these atrocities. This shows
that the activities and goals of the study are same, help young students deal with violence and
excel in studies.
3. Evaluation design:
Aim of the evaluation:
The aim of the evaluation is to relate to the impact of domestic violence on the
primary education of students. The paper evaluates the importance of healthy family and peer
relationship in the academic performance of the students. It also proposes to suggest
programmes to raise awareness among the teachers, parents and students on the seriousness
of the matter and how to enable students receive education without stress. This type of
programme has been evaluated before. It is innovative because it emphasises on the training

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of teachers, parents and students. This enables the parents and teachers help the children
suffering from violent treatment more effectively.
Rationale of the evaluation:
It is important to evaluate the programme to recognise the effectiveness in enabling
children normal lives free form violence of any sort and receive primary education. It can be
evaluated that it is crucial for the parents and teachers to develop awareness on the
significance of healthy environment to the students. It can be evaluated that the schools and
student counsellors play significant roles in raising awareness on the matter and help the
students cope with violence.
Aspects for evaluation:
The aspects that study would evaluate are implementation and processes followed
while assessing the impacts of violence on students. The outcomes of the counselling process
would be judged by the improvement in the academic performances of the students after the
counselling and the reduction of bully among the students.
Method:
The method or proposed approach that would be used to collect the data consists of
both qualitative and quantitative. The researcher would be interviewing and observing
students, parents and teachers to collect the data. The researcher would be gain in depth
knowledge from the interviews about the occurrences of domestic violence.
The second method the researcher would take is qualitative method by consulting
written sources of information. The secondary sources of information can consist of articles,
magazines and government websites.

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4. Statement of significance:
The counselling programme would be useful to the students, teachers and the parents
and would have several positive outcomes. First, the counselling would enable the parents to
realise the importance of maintaining cordial marital relationship at home to ensure healthy
education of their children. Secondly, it would help teachers deal with bullying tendencies
among the students. Finally, it would help the students coming under the influences of
domestic violence and bullying cope up with these and receive education smoothly.

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References:
DeAngelo, L. (2014). Programs and practices that retain students from the first to second
year: Results from a national study. New Directions for Institutional
Research, 2013(160), 53-75.
Di Serio, Á., Ibáñez, M. B., & Kloos, C. D. (2013). Impact of an augmented reality system on
students' motivation for a visual art course. Computers & Education, 68, 586-596.
Didaskalou, E., Skrzypiec, G., Andreou, E., & Slee, P. (2017). Taking Action Against
Victimisation: Australian Middle School Students’ Experiences. Journal of
Psychologists and Counsellors in Schools, 27(1), 105-122.
Falchikov, N. (2013). Improving assessment through student involvement: Practical solutions
for aiding learning in higher and further education. Routledge.
Fiat, A. E., Cook, C. R., Zhang, Y., Renshaw, T. L., DeCano, P., & Merrick, J. S. (2017).
Mentoring to Promote Courage and Confidence Among Elementary School Students
With Internalizing Problems: A Single-Case Design Pilot Study. Journal of Applied
School Psychology, 1-27.
Henry, M., Pooley, J. A., & Omari, M. (2014). Student motivations for studying online: A
qualitative study.
Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early social-emotional functioning and
public health: The relationship between kindergarten social competence and future
wellness. Journal Information, 105(11).
Katz, E. (2015). Domestic violence, children's agency and mother–child relationships:
Towards a more advanced model. Children & Society, 29(1), 69-79.

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Menesini, E., & Nocentini, A. (2016). 12. Tailoring different bullying prevention approaches
to a national context. Ending the torment: tackling bullying from the schoolyard to
cyberspace, 93.
Neece, C. L. (2014). Mindfulness‐based stress reduction for parents of young children with
developmental delays: implications for parental mental health and child behavior
problems. Journal of Applied Research in Intellectual Disabilities, 27(2), 174-186.
Sarrico, C. S., Rosa, M. J., & Manatos, M. J. (2012). School performance management
practices and school achievement. International Journal of Productivity and
Performance Management, 61(3), 272-289.
So, W. C., Lui, M., Wong, T. K., & Sit, L. T. (2015). The Use of Hand Gestures to
Communicate About Nonpresent Objects in Mind Among Children With Autism
Spectrum Disorder. Journal of Speech, Language, and Hearing Research, 58(2), 373-
382.
Sprague, J., & Nishioka, V. (2012). Preventing and responding to bullying and harassment in
schools: What we know and what can be done. In Classroom behavior, contexts, and
interventions (pp. 217-245). Emerald Group Publishing Limited.
Swanston, J., Bowyer, L., & Vetere, A. (2014). Towards a richer understanding of school-age
children’s experiences of domestic violence: The voices of children and their
mothers. Clinical child psychology and psychiatry, 19(2), 184-201.
Villavicencio, F. T., & Bernardo, A. B. (2013). Positive academic emotions moderate the
relationship between self‐regulation and academic achievement. British Journal of
Educational Psychology, 83(2), 329-340.

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Wright, S. (2016). Language policy and language planning: From nationalism to
globalisation. Springer.