ABSTRACT:

The study investigated the effect of separation of parents to their children with

specific references to Ijebu-Ode local government area of Ogun State, Nigeria.

The study adopted the use of questionnaire for the purpose of data collection. The

researcher found out there is a significant relationship between the separation of

parents and how their children faired not only in school but also in the larger

society. The researcher however recommended that government should come to

the aid of children whose parents are separated in order to enable them make

meaning out of their lives

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 CHAPTER ONE:

INTRODUCTION

Separation is usually a painful decision for all family members, and parents

can become concerned about the effects on their children. Children do adjust to

changes in the family if both parents are prepared to communicate and work co-

operatively around parenting arrangements.

Research suggests that ongoing unresolved conflict is harmful for children and

affects their emotional development. Children are individuals whose emotional

needs are even greater during family change. They cope best when they maintain a

relationship with both parents, brothers and sisters and their extended family - as

long as they are not exposed to risk of harm and high conflict. Research has also

shown that children will react to separation differently according to their age. This

needs to be taken into account when parenting arrangements are being made.

A mutual commitment to respect each other's role as parents, with ongoing

communication, co-operation and flexibility, will ensure successful and workable

parenting arrangements, which will meet the children's needs over time.

AFRICAN EXPERIENCE

Still others argue that whether or not we view the family as "declining"

depends on our definition of "family." The high rates of divorce and out-of-

wedlock births indicate a decline in the institution of the family. No longer are

marriages arranged for political or economic gain, and children are not expected to

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contribute to family income. Instead, people choose mates based on love. This

increased role of love indicates a societal shift toward favoring emotional

fulfillment and relationships within a family, and this shift necessarily weakens the

institution of the family (Coleman, 1988).

In today's generation, people are more liberated. And because of that, a lot of

things are going on today that was never heard of before. Say for example, the

concept of being a single parent. Single parents are scattered all over the world, so

we can't say that it is because of culture or economic status. Rich or poor, a lot of

single parents are out there.

So is being a single parent bad? Some would say that they would prefer to

be a single parent. Some would say that having a mom and a dad is still proper for

a child. Some experts have pointed out some bad traits on children with single

parents. They say that having a single parent has certain effects on a child. Of

course, some effects are good but some are also bad. Since a lot of single parents

are dealing with their children by themselves, it is important that you notice and

discuss some good and bad effects of solo parenting.

Let us start on the good effects of being a single parent. As an effect of

being a single parent, you will be very close to your child or children. You will be

the only one they will look up to and you will have their undivided unconditional

love. You will also be the only authority they will look up to.

You will be able to have all of their respect and love, making it easy for

you to make rules and also for them to follow. In your family, there will be no

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pairing up or partnership between members. Your family will be very close and

the single parent will be in full control.

Close family ties s the greatest effect a single parent can have on a child.

The child and single parent will have a very good, if not best, and a very open

relationship.

They will have a good communication line and no secrets will be kept from

each other. They will share everything with each other that will lead to a

harmonious relationship between parent and child.

According to Akinnniyi (2007), the problems of violence against children

and the physical abuse of children in the family, in schools, in the community and

in society still persist. There is apparent absence of pro-active measures to combat

discrimination against disabled children, children belonging to ethnic minorities

and children born out of wedlock. The number of children who live and sleep on

the streets has been on the increase in most major urban areas in Nigeria. There are

so many locations in which children are found to be living on the street. Street

families are also becoming prominent in certain urban slum areas. These destitute

families can be found living under bridges, in public toilets and in markets. There

is near absence of social support to families especially female headed single parent

households. Their children too are in extremely precarious condition and urgently

require intervention and assistance (Goodnews, 2009).

Commercial sexual exploitation has become a problem of special concern

in Nigeria. Studies of sexual exploitation are scarce, owing to the clandestine

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nature of the phenomenon and the traditional inhibitions on discussion of sexual

behaviour. Some studies, however, indicate that child prostitution is now common

in towns such as Owerri, Port Harcourt, Calabar and Edo in the South East and

South South geo-political zones, Markurdi and ilorin in the North central zone,

Maiduguri in the North East and Lagos in the South West.

So if you look at it, being a single parent will be great considering the fact

that how good your relationship would be as parent and child. But being a single

parent also has its flaws. The difference may have some not so good effects on

your child.

BENEFIT AND SIGNIFICANCE OF THE STUDY

The following information is a general description of the needs and behaviours

that can be expected from children at various ages as they are affected by

separation.

Infants - birth to 6 months

Infants are highly dependent on the primary carer, needing stability during this

early stage of developing trust. Reactions to stress and change may include

feeding, sleeping and toileting disturbances, withdrawal, failure to thrive, and

mirroring the reactions of the primary carer. Short, frequent contacts are required

to develop relationships.

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Infants - 6 months to 2 years

Young children have a strong physical and emotional attachment to primary

carers, and separation from them may make children anxious or clingy. Their

concept of time is very different to that of adults, and a few hours may seem a very

long time to young children. Contact should be frequent and short and routines

consistent. High levels of parental conflict will impact on children, although they

cannot articulate their feelings.

Children may react with behaviours such as attention seeking, regression, protest,

detachment, or disturbances to normal feeding, toileting and sleeping.

Pre-schoolers - 3 to 5 years

As the child gets older, duration of contact can be increased, although pre-

schoolers still experience a short time as much longer than does an adult. Some

children in this age group may not cope with overnight contact due to their

different perception of time.

These children have a rich fantasy life and do not always distinguish between

reality and imagination. They need extra understanding and patience from parents

during their adjustment period. Reactions to separation may include denial,

attempts to promote reconciliation, depression, sleep disturbance, fears and

nightmares, regression, and increased demands for affection and attention.

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Children - 6 to 9 years

These children are developing concepts of personal identity and of morality as

well as peer relations. They may still find it hard to express feelings easily and

sometimes blame themselves for the separation.

Children may react with intense feelings of sadness, loss, guilt and conflicting

loyalties.

They may evidence behavioural problems (especially at school), poor

concentration, and physical symptoms such as headaches and stomach aches.

These children may seek reassurance or reconciliation. With support and

understanding from parents and those closest to them, these behaviours will reduce

over time. Children will be further helped by a cooperative parenting plan, which

may range from overnight, weekend and some holiday contact, to a shared

parenting arrangement with appropriate division of responsibility for the children's

needs.

Children - 10 to 12 years

While these children have a greater capacity to understand and express feelings,

they may experience intense conflict over their loyalties to both parents. Children

may feel responsible to look after a distressed parent, or express blame and anger

to a parent or parents. They may feel much sadness and loss.

Contact arrangements need to take into account the outside interests and

relationships often formed by children in this age group, balancing some flexibility

with routine.

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Adolescents - 13 to 16 years

Young people are developing independence, identity and maturity: friendships and

personal privacy are important in their lives. Resistance to contact, given the

adolescent's interests outside the home, may increase the need for negotiation and

flexibility in parenting arrangements. Reactions to separation may include intense

feelings of anger, alignment with one parent, or refusal to take sides, which may

result in leaving home early, pseudo-maturity, attempts to manipulate and avoid

parental control, acting out or withdrawal behaviour, and feeling of sadness and

loss.

During mediation/conciliation, the mediators/conciliators will speak with you

about how your children may have a voice in the process.

CONCEPTUAL CLARIFICATION

It is only within the context of the adult-child relationship that children accomplish

the various developmental tasks related to psychological maturation. Separation

from or loss of parents due to death, divorce, incarceration or removal to foster

care will have a major impact on the child‟s psychological development and

possibly on his/her cognitive and physical development as well.

Although the effects of parental separation/loss will vary from child to child and

family to family, the negative impact this has can be minimized if the child can

live in an environment that is supportive to the grieving process and able to offer

an explanation and understanding of his life events. Unfortunately, many, many

children who have suffered this trauma have not received sufficient help in

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resolving loss issues and are, to one degree or another, psychologically “stuck” at

the age of the loss of their primary attachment objects.

Separation and Loss During the First Year of Life

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Short term effects:

• Regression in terms of dependency needs.

• Undermining of the child‟s sense of security and trust that adults will be

available.

• With the changes in daily routine that accompany changes in caregivers, there

will be interruption in the acquisition of sequencing and basic cause and effect.

How to Minimize the Effects of the Loss:

• The parents/caregivers need to be available “on demand” for the infant, once

again meeting the child‟s earlier developmental needs.

• All interactions need to be gauged by asking the question, “What will help this

infant learn to trust that adults will be available?”

• Following a consistent routine is particularly important for these infants.

Possible Long Range Effects of the Loss:

If the infant‟s dependency needs are not met, the child will grow up to be one who

continues to think life owes him. It is quite likely that he will have trouble ever

meeting

the dependency needs of others. Trust for others will be impaired. Learning

problems,

secondary to problems with cause and effect, may occur although they may not

become

evident until grades 4 – 6.

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Short term effects:

• The balance between age appropriate dependency and independency will be

disrupted.

• Interference with identity – with changes in family position, the child‟s ego

development may be disrupted.

• The child‟s awareness of both internal and external stimuli may be dulled and

there will likely be regression in terms of the most recently acquired skills.

• The normal acquisition of language may be temporarily interrupted with parental

loss, especially if that parent was the child‟s “interpreter.”

How To Minimize the Effects of the Loss:

• Careful attention must be paid to meeting the child‟s dependency needs while at

the same time helping him feel more adequate and independent on his own terms.

• If regression to earlier levels of functioning is allowed, the toddler will usually

acquire the skills within a few months time.

• If undue pressure is put on the child to continue to function at his highest levels,

or to attain new skills without time for transition or reattachment, long range

problems are more likely.

Possible Long Range Effects of the Loss:

There is the possibility the individual will permanently take on the “victim” or

“victimizer” role. Long term control issues may be prominent. A serious effect

may be the disruption in ego development, with an increased incidence of

“borderline personality” problems. Lack of self-awareness may be ongoing. There

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may be long term subtle language problems. As adults, these individuals may be

rigid, inflexible, and not able to deal appropriately with aggressive impulses.

Separation and Loss During the Preschool Years (Ages 3 - 6)

Short term effects:

• The child‟s egocentric magical thinking can cause him to misunderstand the

causes of the separation and loss. It is important that adults work hard to

identify the child‟s personal magical thinking about the loss. Does he think he

caused the loss? Does he think he can do something to reverse it?

• The child may display indiscriminate attachment to adults and have conflicting

feelings about the “good” and “bad” traits in himself and others.

How To Minimize the Effects of the Loss:

• Identifying, clarifying, and remedying the magical thinking (that the child is to

blame) is particularly important.

• Offering the child age-appropriate explanations for the separation and loss and

continuing to urge parents/caretakers to repeatedly and consistently confirm the

child‟s place in the family.

• Adequate opportunities for play must be provided; at this age all psychological

issues, including grieving, are resolved primarily through play.

Possible Long Range Effects of the Loss:

Because of the combination of magical thinking and the “good vs. bad” struggle,

the preschooler may perceive himself as so “bad” that he caused the loss.

Secondary to the combined effects of the magical thinking and the Oedipal

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conflict, the child may think the loss was related to his wanting the parent of the

opposite sex all to himself. This may have long term ramifications in terms of

sexual identify issues. This can be amplified in cases of sexual abuse. The magical

thinking and the “big vs. little” struggle may lead the child to attribute the loss to

his either being too “big” or too “little” in his family.

Separation and Loss During the Grade School Years

Short term effects:

• As the grade schooler goes through the grieving process, he will have less energy

available for the usual tasks of this age.

• School-age children become acutely aware of differences between themselves

and their peers and these may lead to problem behaviors with peers.

How to Minimize the Effects of the Loss:

• Provide the child with opportunities to focus on grieving so that at other times he

can focus on the tasks at hand, whether they are academic or peer related.

• Help the child expand his thinking and understanding about losses with factual

information.

• Disengaging work is a priority at this age. The child needs to gain permission to

let go of old attachments and form new ones.

• Help the child and the family develop a “cover story.”

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Possible Long Range Effects of the Loss:

If the child has a series of disruptions in schooling and peer relationships during

this stage of development, he may have long-term problems in either or both of

these areas.

Short term effects:

• In order to successfully complete the tasks of psychological separation the

adolescent needs to come up against and oppose parent figures who are

nonetheless consistently available and caring. Parent separation and loss will

disrupt these tasks.

• Control issues will continue to impact the adolescent‟s behaviors, especially if he

feels a large part of the decisions about his life are out of his control.

How To Minimize the Effects of the Loss:

• Adolescents need to feel they have increasing control over their own lives.

Especially at times of separation and loss, adults must provide them with as many

opportunities as possible to be in control of other aspects of their lives.

• They need to be an integral part of the decision making for their future.

• Adolescents need assistance in grieving the loss of early relationships in their

lives. They need as much information as is available about their early history so

that they can go on to identify formation and develop a sense of being worthwhile.

• Teens need help in deciding how much of their history to reveal to friends and

intimates.

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Possible Long Range Effects of the Loss:

If the adolescent believes he has lost all control over his life, he is likely to

become either suicidal or to act out in a variety of antisocial ways.

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 CHAPTER TWO

LITERATURE REVIEW

EMPIRICAL REVIEW

The two major predictors of children‟s adjustment following separation

consistently identified in the literature are the exposure to interparental conflict

and the quality of the parent-child relationship.

Divorce tends to be accompanied by a number of stressors and changes that are

associated with child adjustment problems. Important individual differences in

children‟s adjustment and wellbeing following parental divorce are largely

attributable to parent factors and family processes after divorce.

The issues for children whose parents are separating or divorcing include the

potential for the disruption of parenting functions and the potential to raise

children‟s exposure to detrimental parental conflict.

Research on the key predictors of child post-divorce adjustment includes:

• The degree of parental conflict,

• Parental adjustment and quality of the parenting,

• The cumulative stress associated with multiple changes,

• Residential arrangements and parental remarriage, and

• Child characteristics, such as personality and temperament.2

Research and pilot programs have demonstrated the importance of ensuring

separating parents hear their children‟s point of view during the separation

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process. When children are more directly involved, the level of conflict tends to be

reduced and parents can achieve more constructive outcomes.

The adoption of child-inclusive practices and child consultations in the community

sector, as part of dispute resolution processes for separating or divorcing parents,

are successful initiatives in assisting parents to hear children‟s point of view. The

Family Court has also used a similar process with the adoption of the Child

Responsive Program (CRP).

A recent study funded by the Attorney-General‟s Department by McIntosh and

Long compared outcomes over one year for two groups of separated parents who

attended mediation over parenting disputes. Parents were engaged in either a Child

Focused Intervention or in a Child Inclusive Intervention.

The majority of parents reported improved management or resolution of the initial

disputes that had brought them to mediation. Across all ages, children in both

interventions perceived less frequent and intense conflict between their parents

and better resolution of it, with a significant lowering of their own distress in

relation to parental discord.

The Child Inclusive Intervention Group was associated with a number of effects

not evident in the other treatment group with the strongest effects for fathers and

for children. Significantly better outcomes at the one year post intervention point

were observed including:

• Lower acrimony in fathers in relation to their former spouses,

• Greater improvement in the parental alliance for fathers,

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• Children‟s experience of improved emotional availability of their fathers and

greater sense of closeness to him,

• Greater contentment by children with care and contact arrangements, and less

inclination to want to change them,

• Greater satisfaction of fathers with care and contact arrangements of their

children, despite initially lower levels of overnight contact than the child focused

fathers,

• Greater stability of care and contact patterns over the year,

• Preservation or improvement of the mother-child relationship from the

perspectives of both mother and child, and

• children‟s overall mental health tended to improve over the year after

intervention, although 21% of children remained in the clinical range, in contrast

to about 15% in the general population.

In 2006 research was conducted that identified existing strengths and gaps in

service provision for children and their families experiencing separation and

divorce in Australia. The research D Bagshaw, K Quinn and B Schmidt, Children

& families in transition (CAFIT): towards a childcentred integrated model of

practice found that:

• There was a lack of support for children and parents during the separation

process in general, including around issues of grief and loss.

• There is a close relationship between parent separation and parental conflict and

the harmful effect this had on the children.

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• There is a need to promote safety for children as well as their parents.

• Children were identified as being voiceless in the separation process, despite

their view they had the right to contribute to decisions that affect them, they were

not given enough information or support to enable them to cope with family

transition.

• Families and children in rural and remote areas are more likely to face

inadequate service provision.

• The needs and experiences of Aboriginal children and their families were not

adequately understand or addressed by non-Aboriginal service providers. (page 7)

In July 2007 the Attorney-General's Department distributed a questionnaire to

service providers at the Family Relationship Services Program Conference. The

aim was to collect a small snapshot on the range of support and counselling

services available for children whose parents have separated or who were in the

process of separating.

Information gathered from respondents indicated the limited capacity of services

to provide specialised service for children, particularly for children in the younger

age brackets (ages 0 to 5). This information also revealed the availability of a

wider range of services for older children up to the age of 18. This included tools

such as interactive websites, help lines and the provision of counselling and group

sessions to assist children with issues relating to loss, grief and coping with

changes to their family. Some service providers also offered child-inclusive

practises as part of a wider intervention for families.

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Respondents also highlighted issues relating to the capacity of services to support

children and the need for multi-skilled practitioners to provide a flexible and

responsive service for families and children. For many respondents this capacity

was linked to services offering full-time employment to staff in regional areas.

This also included ongoing training to develop skills specifically relating to

services for children, such as child specific counselling, child consultations and

child inclusive practice.

In the 2007-08 Budget $36.9 million was allocated over four years to two new

programs to assist parents. The first initiative is an educational program that will

assist separated parents in 28 regional areas whose inability to communicate

without conflict is affecting their contact with their children.

The second initiative is the new Supporting Children after Separation Program.

This program will assist children from separating families in a number of areas of

high need across Australia to deal with issues arising from the breakdown in their

parent‟s relationship and to be able to participate in decisions that impact on them.

The objective of this new service type is to support children within the context of

their family to manage and enhance their relationships during and after family

separation.

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 CHAPTER THREE

3.0 RESEARCH METHODOLOGY

This chapter deals with the method used in gathering, analyzing and

recording all information relation to the data needed. The method was represented

under the following sub-headings;

Research design

Population

Sample and Sampling Techniques

Research Instruments

Validity of Instrument

Method of Data Collection

Method of Data Analysis

3.1 RESEARCH DESIGN

This research work adopted descriptive survey research design that entailed

finding out the effect of separation of parents on their children in Ijebu-ode Local

government area of Ogun state.

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3.2. POPULATION OF THE STUDY

The population of the research work was all Junior Secondary Schools in

Ijebu-ode Local Government Area. There are about thirty (30) Junior Secondary

Schools in Ijebu-Ode. This research spanned through the teachers and students in

the Junior Secondary Schools.

3.3 SAMPLE AND SAMPLING TECHNIQUES

Purposive sampling technique was used for sampling procedure. The

population of the selected schools was used for the purpose of ensuring valid

result.

Four schools were selected from the entire population and the Junior

Secondary School students and teachers constitute our sample.

The procedure is described in the table below.

School Population Size Population Size

Students Teachers
Adeola Odutola College, 39 3
Ijebu-ode (JSS 3 A)
Muslim college, Ijebu- 46 2
ode (JSS 3A)
Our Lady of Apostles 44 2
Secondary School,
Ijebu-ode (JSS 3A)
Ijebu-ode Grammar 50 4
school, Ijebu-ode (JSS 3
A)
Total 179 10
Source: Field work, 2011.

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3.4 RESEARCH INSTRUMENT

The researcher made use of teacher‟s questionnaire which was carefully

designed. The questionnaire was tagged “effect of separation of parents on their

children” in Ijebu-ode Local government area. The Questionnaires was divided

into two sections- A and B. Section A was designed to collect the demographic

data of the respondents while section B was designed in accordance with the

variables of the subject of discourse.

3.5 VALIDITY OF INSTRUMENT

The research instrument was validated before administration of the

instrument by the researcher‟s supervisor to ensure face, content and purpose

validity of the research instrument.

3.6 METHOD OF DATA COLLECTION

The data collected were analysed using chi-square statistical method.

3.7 METHOD OF DATA ANALYSIS

The section A of the questionnaire was analyzed using the descriptive

statistical tool of frequency count and percentage score. The section B of the

questionnaire used in this study was analysed using the non-parametric tool of chi

– square.

Chi – square formula is however given as X2 = (On – En)2

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 En

Where;

X2 = Chi-Square

On = observed frequency

En = expected frequency

0.05 level of significance was adapted for the analyses.

CONCLUSION

Children react differently to parental separation and divorce, in part dependant on

their age as well as their maturity. All research shows that the joint and common

conciliatory approach of parents to helping their children through this period will

minimise the adverse impact and shorten the transition from living with two

parents to living separately with each parent.

Many parents assume that because a child is showing different behaviour and

attitudes especially what would otherwise be inappropriate for a child of that age

and including when around times of handover of contact, the child does not want

to live with or see the other parent. More often, the child is showing stress at what

is a new, bewildering and unhappy situation. This stress may not have existed, or

at least have shown itself, before the separation. It can be reduced by parents

minimising the tensions of contact handovers and giving the child permission to

enjoy the time spent with the other parent.

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It is important for both parents to understand the way their child may “normally”

react at such times, and that such reactions are not necessarily the cause for blame

or recrimination against the other parent.

Age 2 - 4

Children in this age group are starting to explore social relationships, such as

sharing with others, taking turns, being part of a wider group than just the narrow

family unit. They are often egocentric and believe that others behave and feel in

the way they do. They also believe they cause the actions of others. In very young

children, memory span is limited and not seeing significant adults for lengths of

time may stretch their abilities to recall or maintain attachments. Equally, they do

not attach importance to lengths of time spent in the company of either parent.

They may be very sensitive to moods and emotions and be confused by

“messages” relayed by parents in conflict.

Age 4 - 7

This age group has an emerging ability to see another‟s viewpoint. They can start

to see in a basic fashion one parent‟s perspective on matters but not both

simultaneously. Accordingly, they are not able to sift and balance. They are likely

to tell different stories to each parent and are anxious to prove loyalty and love.

Age 7 - 9

These children have begun to develop self-reflective thinking. They can recognise

their own mixed feelings. They can hold more than one perspective at a time. They

may start to look at the viewpoints of each parent objectively. They will begin to

25
make judgements about each parent and the parent‟s own behaviour to the child

and generally. They will begin to imagine how they are viewed by each parent,

and sometimes get it wrong. Powerlessness, sadness and pain are most acute at

this age and often seen in the child‟s strong reactions to parental conflict.

Age 9 - 13

Conflicts of loyalty can be increasingly maintained. This age group are most likely

to begin to make alignments with one or other parent. These alliances may vary

greatly in strength from mild and secret preference to open hostility where a child

may refuse to visit or even reject the other parent entirely.

They may wish to keep a safe distance from parental conflict and battles. In doing

so, they may feel it necessary to give up a loved parent.

Age 13 - 15

The alliances made in the earlier age group continue often into adolescence.

Teenagers develop their capacity for taking the perspective of third parties. With

this greater objectivity, they can withdraw strategically and obviously from

parental fights. Boys are more likely to be more obvious emotionally and

behaviourally than girls in their responses.

Age 16 +

At this age, especially with parental separation, children look to their own

independent life. They have their own concerns to make and develop relationships

at all levels. They may show particular anger and resentments at having to

“parent” one parent, or to be involved in loyalty conflicts.

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The above can only be guidelines and is basic. The effect of parental conflict in

itself can cause both behavioural regression and inappropriate (advanced) maturity

in children. Please speak to a specialist if you have anxieties about your child at a

time of parental separation or later. It may often be beneficial if both parents

together deal with any difficulties of the child, whatever may have been the

differences of the parents in their own relationship. Mediation is especially helpful

in this.

I acknowledge the assistance of the training materials of the Family Mediators

Association on which this piece is based.

27
References

Australian Psychological Society (2007). Managing the impact of separation and

divorce on children: Overview of the literature. Monograph 2 in A. O‟Hanlon, A.

Patterson & J. Parham (Series Eds.), Promotion, Prevention and Early

Intervention for Mental Health in General Practice.

Adelaide: Australian

Network for Promotion, Prevention and Early Intervention for Mental Health

(Auseinet).

Bagshaw, Dale Margaret, Karolyne Quinn, Birte Schmidt. (2006) Children &

families in transition: towards a child-centred integrated model of practice.

Magill, S. Aust.: Hawke Research Institute for Sustainable Societies, University of

South Australia

Mackay, M. (2001) Through a child’s eyes: Child inclusive practice in family

relationship services, Department of Family and Community Services and the

Attorney-General‟s Department, Canberra.

McIntosh J, „Child inclusion as a principle and as evidence-based practice:

Applications to family law services and related sectors‟ (2007) AFRC Issues No. 1

http://www.aifs.gov.au/afrc/pubs/issues/issues1.html

Jennifer E. McIntosh and Caroline M. Long (October 2006) Children Beyond

Dispute A

Prospective Study of Outcomes from Child Focused and Child Inclusive Post-

Separation’

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