Abstract
This study reports the results of a two-year follow-up evaluation of a school-based, preventive intervention for kindergarten and first-grade children whose parents were separated or divorced. Group support and social competence enhancement were central components of the 12-session intervention, tailored to the developmental qualities of kindergarten and first-grade children. Multiple measures were used to assess the home and school adjustment of children in three conditions: Program Ss (Es) N = 34, Divorce Controls DCs) N = 15, and a Non-Divorced Comparison group (NDCs) N = 28. Teacher ratings (blind to condition), parent interviews, child self report and school health data showed that program children had less anxiety and fewer classroom adjustment problems and visits to the school health office than divorce controls. Limitations of the study and its implications for future research and policy are discussed.
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