CHILD DEVELOPMENT

This study investigates the effects of parental divorce on child development within the Ekosodin Community, Ovia North-East Local Government Area of Edo State, Nigeria. It specifically examines the emotional, social, behavioral, and academic consequences for children following parental separation. A descriptive survey design was employed, with data gathered from 100 purposively selected respondents including adolescents, parents, teachers, and social workers using structured online questionnaires. The data were analyzed through descriptive statistics, incorporating frequency counts, percentages, and mean scores. The findings indicate that parental divorce significantly disrupts children's emotional stability, social adjustment, behavioral patterns, and academic performance. Emotional distress was evident through symptoms of sadness, anxiety, social withdrawal, and diminished self-esteem. Concurrently, social and behavioral challenges included difficulties in peer relationships, truancy, and aggressive conduct. Academically, performance was adversely affected by reduced motivation, poor concentration, and a lack of consistent parental support. The study also identified the supportive roles of the extended family, teachers, religious institutions, and professional counseling services in mitigating these negative effects. Based on these findings, the study recommends collaborative efforts among parents, educators, social workers, religious organizations, and government agencies to provide comprehensive emotional, social, and academic support for children experiencing parental divorce. This research contributes to the existing literature by offering localized insights into the multifaceted impacts of divorce in a semi-urban Nigerian community, with practical implications for policy formulation, targeted intervention programs, and social work practice

This study investigates the intricate impact of single parenthood on child development within the Egor Community of Edo State, Nigeria, and explores its implications for social work practice. Using a descriptive survey design, the research gathered empirical data from 300 single parents to illuminate their socio-economic realities, challenges, and perceptions of how single parenthood affects their children's cognitive, emotional, and social development, as well as the availability of support systems. The findings reveal a concerning landscape where single-parent households are disproportionately burdened by pervasive economic precarity, unstable incomes, and a striking deficit in support from both informal networks and formal structures. A particularly poignant finding is the perceived inadequacy of emotional support from family and friends, which challenges the traditional narrative of robust extended family support in African cultures. This lack of support, coupled with economic strain, leads to significant emotional overwhelm and formidable challenges in managing child behavior for single parents. These multifaceted challenges are perceived to exert profound negative influences on children's academic performance, emotional well-being, and social integration. The study, guided by Social Learning Theory and Family Systems Theory, underscores how these stressors can impede positive parental modeling and destabilize the family's emotional equilibrium. The empirical evidence also confirms a severe deficit in formal support systems, representing a systemic failure to protect a vulnerable population and making social work interventions critically urgent and foundational. The research provides a compelling empirical foundation for urgent, integrated, and culturally sensitive social work interventions aimed at bolstering the resilience and well-being of single-parent families in Egor Community