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School-based developmental facilitation groups for children of divorce: a preventive intervention
Neil Kalter1, Jeffrey Pickar1, Marsha Lesowitz1
1University of Michigan.
The American Journal of Orthopsychiatry
|October 1, 1984
Summary
Children of divorce often face ongoing conflicts years later. This study presents a school-based group model offering timely interventions for these developmental challenges.
Area of Science:
- Child Psychology
- Family Studies
- School Counseling
Background:
- Divorce significantly impacts children's long-term emotional and developmental well-being.
- Children may experience persistent divorce-related conflicts extending years beyond the marital disruption.
- Understanding post-divorce stresses is crucial for supporting children's adaptation.
Purpose of the Study:
- To present a model for time-limited, school-based support groups for children experiencing parental divorce.
- To identify common themes and ongoing struggles faced by children of divorce.
- To propose developmental interventions addressing post-divorce stresses.
Main Methods:
- Implementation of time-limited, school-based group sessions for children of divorce.
- Analysis of common themes emerging from group discussions.
- Description of developmental tasks and post-divorce stresses.
- Proposal of brief interventions linked to child development stages.
Main Results:
- Children continue to grapple with divorce-related conflicts long after the separation.
- Specific developmental tasks are identified as being significantly impacted by post-divorce stresses.
- The school-based group model facilitated the emergence of these persistent challenges.
Conclusions:
- A structured, school-based group approach can effectively address the ongoing needs of children of divorce.
- Interventions should be tailored to address specific developmental challenges arising from post-divorce environments.
- Early and ongoing support is vital for children navigating the complexities of parental divorce.