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Evidence-Based Counseling Interventions With Children of Divorce:
Implications for Elementary School Counselors
Marianne E. Connolly
Johns Hopkins University
Eric J. Green
The Chicago School of Professional Psychology

Evidence-Based Counseling

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Abstract
Parental divorce has become increasingly common for large numbers of families in schools (Lamden, King, & Goldman, 2002). This article addresses the effects of divorce on children and protective factors supporting their adjustment. Evidence-based interventions for children of divorce in elementary school counseling programs are discussed. School-based consultation, the Children of Divorce Intervention Program, and the Children’s Support Group are three evidence-based practices described.
Implications for schools counselors are provided to help integrate research findings and practice. Evidence-Based Counseling

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Evidence-Based Counseling Interventions With Children of Divorce:
Implications for Elementary School Counselors
Children of divorce comprise a significant portion of the U.S. school population.
Each year in the United States, more than one million children experience parental divorce (U.S. Census Bureau, 2000). Projections indicate that by age 18, approximately
40% of children will experience their parents’ divorce. Because divorce affects a significant number of children, a body of empirical literature has emerged addressing its impact (Amato, 2001; Amato & Keith, 1991; Hipke, Wolchik, Sandler, & Braver, 2002;
Hoyt, Cowen, Pedro-Carroll, & Gillis, 1990).
Empirical research confirms that children of divorce are at an increased risk for the development of psychological, behavioral, social, and academic problems (Amato,
2000; Amato, 2001; Amato & Keith, 1991; Emery, 1999; Hetherington, 1999;
Hetherington, Bridges, & Insabella, 1998; Kelly, 2000; Simons &

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