FOSTERING RESILIENCE IN THE AFTERMATH OF DIVORCE: 
The Role of Evidence‐Based Programs for Children

Abstract

The negative impact of divorce is a concern with far-reaching ramifications for children's well-being. This article reviews divorce-related risks and protective factors that provide an empirical guide for the content of effective programs for children. The promising potential of child-focused interventions is highlighted, including examples of programs with evidence of effectiveness. The Children of Divorce Intervention Program is described in greater detail as an example of a preventive program with six controlled studies documenting multiple benefits to children, including reductions in anxiety, behavior problems, somatic symptoms, and increases in their healthy adjustment at home and at school. A vision for future research and practice is discussed, including best practices for adapting children's programs to court-connected services and a paradigm shift involving systematic preventive outreach to all separating parents with minor children, before difficulties become rooted and chronic.

The Consequences of Divorce for Adults and Children: An Update

“…These sessions can vary in length from a few hours to 10 weeks or longer (Geelhoed, Blaisure, & Geasler, 2001). Researchers have conducted several evaluations of these programs, and most have found positive effects on children, including reductions in negative feelings about the divorce, reductions in school-related problems, and increased feelings of competence (Pedro-Carroll, 2005).…”

Los efectos del conflicto parental después del divorcio sobre el rendimiento educativo de los hijos

“…In the United States, for example, a programme for divorced parents called 'Dads for Life' has been promoted to encourage the involvement of the non-resident parent in the care of the children and reinforce upbringing skills, work to reduce parental conflict and foster joint parenting (DeGarmo et al, 2008;Cookston et al, 2006;Braver et al, 2005). Other programmes also implemented in the United States involve children in programmes such as 'Children's Support Group', 'Children of Divorce Intervention Project' (Pedro-Carroll, 2005) and 'New Beginnings' (Wolchik et al, 2002). They provide emotional support to minors, foster communication between parents and children, help children express their feelings and teach both parents and children…”

“…En Estados Unidos, por ejemplo, se ha impulsado el programa «Dads for Life» dirigido a padres divorciados que, además de promover la implicación del padre no residente en el cuidado de los hijos y reforzar las habilidades de crianza, trabaja para reducir el conflicto interparental e incentivar la coparentalidad (DeGarmo et al, 2008;Cookston et al, 2006;Braver et al, 2005). Otros programas también implementados en Estados Unidos involucran a los hijos en los programas como «Children's Support Group», «Children of Divorce Intervention Project» (Pedro-Carroll, 2005) y «New Beginnings» (Wolchik et al, 2002). En ellos se ofrece apoyo emocional a los menores, se fomenta la comunicación entre los progenitores y los hijos/as, ayudan a los hijos a expresar sus sentimientos y enseñan a padres e hijos habilidades cognitivas para controlar su enfado y resolver los conflictos .…”

Evaluation of a school-based intervention programme for South African children of divorce

“…In the light of findings by Amato and Keith, (1991) and Kelly and Emery (2003) that parents dealing with divorce tend to be pre-occupied with their own responses to divorce, schools are In essence, the central component of effective coping is a sense of being in control of one"s destiny and feeling able to take effective actions to do whatever is required by challenging situations, an aspect that features prominently in many intervention programmes for children of divorce (Pedro-Carroll, 2005). …”

“…Research has found that school-based interventions to some degree help counter the adverse effects divorce may have on children and can lead to improved post-divorce resilience, resulting in improved outcomes following the stress of the break-up Goldman and King (in Richardson & Rosen, 1999), Pedro-Carroll (2005), and Stolberg and Mahler (1994) all regard peer support within the intervention group as critical as it provides a supportive environment that helps children realise that they are not alone and normalises children"s feelings of and experiences with divorce. Richardson and Rosen (1999) further suggests that intervention programmes should also focus on skills building, which includes activities that help children express their feelings, acquire coping skills and improve interpersonal relationships.…”