Military-connected (MC) children can face emotional and academic challenges, but little is known about how these affect schools. This study gathered the perceptions of principals, school counselors, and teachers at eight MC public schools.
Family involvement contributes to student success, and family-school communication (FSC) is intended to promote parent involvement; however, little is known about the communication processes that enlist that involvement.
This study examines the romantic relationships of reservists following wartime deployment. Members of an Army Reserve unit and their partners participatedin seven waves of interviews in the year following the reservists’ return from deployment.
Military children experience a variety of military-specific stressors. Stressors include repeated geographic relocation and parental separation, both of which can negatively affect social, emotional, psychological, and academic outcomes.
There are approximately 1.5 million active duty service members in today’s military and approximately 726,000 (56.1 %) of these individuals are married. Therefore, healthy couple functioning is important for the military community.
Although existing literature demonstrates that developmental benefits are associated with religion for adolescents, little is understood about the dynamics of this relationship.
Social support, including support from spouses, may buffer against posttraumatic stress disorder (PTSD) symptoms.
A sample (N = 112) composed primarily of European American and middle-class two-parent families with a resident father and a 4-year-old child (48% girls) participated in a longitudinal study of associations between coparenting and father involvement.
This study applied the relational turbulence model to the communication of U.S. service members and at-home partners following the return from a tour of duty by evaluating three turbulence markers: (a) relational maintenance, (b) partner responsiveness, and (c) turmoil appraisals.