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Divorce, single parenting, and child development

S M Crossman, G R Adams

    The Journal of Psychology
    |November 1, 1980
    PubMed
    Summary
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    Preschool intervention helped single-parent children recover cognitively after divorce. The program showed promise for improving psychological functions, though social behavior effects require further study.

    Area of Science:

    • Developmental Psychology
    • Child Psychology
    • Family Studies

    Background:

    • Divorce significantly impacts preschool-aged children's psychological functions.
    • Understanding the effects of divorce on mother-child interactions is crucial.
    • Existing interventions need evaluation for efficacy in supporting children post-divorce.

    Purpose of the Study:

    • To assess the impact of a preschool education program on psychological recovery in children experiencing parental divorce.
    • To examine the effectiveness of crisis and social facilitation theories in program design.
    • To evaluate the program's influence on cognitive and social-behavioral functions.

    Main Methods:

    • A pretest-posttest control group design was employed.
    • Participants included single-parent and two-parent children in an educational setting (treatment) and two-parent children at home (control).

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  • Data collection involved maternal interviews, intellectual assessments, and observational data on social behavior.

    • Main Results:

    • No significant weakening of mother-child interaction was observed due to divorce.
    • Crisis intervention proved effective for cognitive recovery in single-parent children.
    • The program's impact on social behavioral problems remains inconclusive.

    Conclusions:

    • Preschool-based crisis intervention can aid cognitive recovery in children of divorce.
    • Further research is needed to determine the program's effectiveness on social behavior.
    • The findings support targeted interventions for children navigating parental separation.