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Citation |
Alpert-Gillis LJ. Dissertation Abstracts International 1988; 48(07): 2093B. |
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Copyright |
(Copyright © 1988) |
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DOI |
unavailable |
PMID |
unavailable |
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Abstract |
The purpose of this study was to develop, implement, and evaluate the effectiveness of a preventive intervention for 2nd and 3rd grade urban children of divorce. The program's main goal was to prevent and/or mitigate the behavioral and emotional problems that children often experience following parental divorce. The program emphasized support elements, identification and expression of divorce-related feelings, clarification of divorce-related concepts and misconceptions, development of relevant coping skills, and positive self and family perceptions. Fifty-two children participated in the 16-session intervention in eight urban schools. Groups met once a week for 45-minute sessions during the school day. Trained co-leaders, at least one of whom was a school-based mental health professional, led groups of approximately six children each. The structured program curriculum had four primary units: (a) Feelings, families, and family changes; (b) Coping skills: Learning how to handle problems and feelings; (c) Child-parent relationships; and (d) Children's perceptions of themselves and their families. The 52 program children were compared to 52 divorce controls and 81 comparison subjects from two-parent families on child, parent, and teacher measures. Pre differences among groups on adjustment variables were assessed using 3 (Condition) x 2 (Sex) Manovas and Anovas. Group differences at pre were generally consistent with findings from prior studies, i.e., children of divorce were less well adjusted than children from two parent families. One exception, however, was the absence of pre-program differences among groups on a child measure of classroom adjustment. Pre-post adjustment changes for participants were contrasted with those of control and comparison subjects. Manovas and Anovas, based on a 3 (Condition) x 2 (Time) x 2 (Sex) model, were used to compare differential group changes across time. The experimental group improved more than the two nonprogram groups from multiple perspectives, i.e., child, parent, teacher, and group leader ratings, and on most measures. The main exception was the child-rated classroom adjustment measure which had also failed to discriminate among groups at pre. The study's findings suggest that this type of preventive intervention can enhance children's ability to cope with the stressful life events often associated with parental divorce. Limitations of the study and future research directions are also considered. (Abstract Adapted from Source: Dissertation Abstracts International, 1988. Copyright © 1988 by Linda Jayne Alpert-Gillis; University Microfilms International) |