The purpose of this study was to empirically measure the effectiveness of a school-based intervention program for elementary children whose parents had been recently separated. Forty-nine third through sixth grade students in a northwestern Indiana county participated in the study. The sample consisted of twenty-six treatment and 23 control subjects; 30 females and 19 males participated.The hypothesis addressed was: Male and female elementary children who receive treatment will demonstrate a statistically significant different attitude toward their' parents' separation or divorce, school behaviors, and self concept when compared to children who receive no treatment.The independent variable was a subject's participation in a ten-week, school-based intervention program. The intervention program was based on a model proposed by the U. S. Department of Health and Human Services. The dependent variables were attitudes toward parental separation/divorce (Children's Attitude Toward Parental Separation Inventory), self concept (Piers-Harris Self Concept Scale), and school-related behaviors (Devereux ElementarySchool Behavior Rating Scale). Sex of the children was a moderator variable.The study employed a nonequivalent control group design using a pretest-posttest format. A 2 x 2 nonorthogonal factorial design was used. Multivariate and urivariate analyses of variance procedures were used to test initial (pretest) differences and the hypothesis of no difference between treatment and control groups.The multivariate analysis of variance of the pretest scores found no significant difference between the control and treatment groups pretest scores. In the univariate analysis of the pretest data, a significant sex difference was noted on one Devereux variable measuring inattentive-withdrawn behavior.In the multivariate and univariate analysis of the posttest data, no significant treatment or interaction of sex and treatment effects were recorded. In this study treatment did not significantly effect a child's self concept, attitudes toward separation/divorce, or school behaviors.

This study investigated the effects of family structure on Italian grandmothers' perceptions of their level of involvement, role conceptualizations and their positions on common familial issues. The sample consisted of Italian grandmothers from two groups of families: intact families (N = 30) in which grandmothers' adult children were in first marriages; and divorced families (N = 23) in which grandmothers' adult children were permanently separated or divorced. Level of involvement was operationalized in terms of contact, specifically frequency of visitation and telephone calls, between a grandparent and a grandchild. Variables that have been found to influence contact (a grandparent's custodial and kinship relationships, geographic distance, age of both grandparent and grandchild, and grandparent-parent accord) were also assessed. A grandparent's role within the family was operationalized in terms of their level of agreement to statements made by grandparents about their roles as involved family members, special protectors of grandchildren, available family members, conveyers of cultural traditions, and family "watchdogs". A grandparent's view with respect to contemporary family issues was assessed through their responses to statements about contemporary family life. The results indicate that contact was significantly greater between grandmothers and grandchildren in the intact as opposed to the divorced group. Grandmothers' roles within the family as well as their attitudes towards various family issues were not found to differ across family type. The findings were discussed in light of cultural and ethnic perspectives on divorce.

Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 1997. / A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.

Thesis (Ph. D.)--University of Washington, 1998. / Vita. Includes bibliographic references (leaves [164]-180).

Thesis (Ph.D.)--Bowling Green State University, 2009. / Document formatted into pages; contains ix, 98 p. Includes bibliographical references.

Thesis (M.A.)--Oregon State University, 1993. / Typescript (photocopy). Includes bibliographical references (leaves 47-52). Also available via the World Wide Web.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1992. / Vita. Abstract. Includes bibliographical references (leaves 66-73). Also available via the Internet.

Thesis (M.A.)--Rowan University, 2007. / Typescript. Includes bibliographical references.

Thesis (Ph. D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Dianne Borders; submitted to the School of Education. Includes bibliographical references (p. 154-167).