John Guidubaldi

Divorce and mental health sequelae for children: a two-year follow-up of a nationwide sample.

This is the initial report of longitudinal findings from the National Association of School Psychologists-Kent State University, nationwide study of the impact of divorce on children. Results are based on multifactored mental health assessment of 110 children from the original sample of 699 children assessed 2 years previously. Consistent with Time-1 analyses, divorced-family children performed more poorly than intact-family children on several indices, and boys showed more adverse effects than did girls. Stability and predictive significance of Time-1 mental health scores were also greater for girls than boys across the 2-year time period. ANCOVAs controlling for family income demonstrated a reduced-number of differences between the groups, whereas controls for childs IQ did not. Journal of the American Academy of Child Psychiatry , 24, 5:531–537, 1985.

The role of selected family environment factors in children's post-divorce adjustment.

This article reports findings of the NASP-KSU nationwide study of the impact of divorce on children. Results are based on a multifactored assessment of childrens adjustment using a number of social, academic, and health criteria. The role of selected family environment factors in facilitating childrens post-divorce adjustment is examined, utilizing the nationwide sample of 341 divorced family children. Concurrent and longitudinal predictions of childrens adjustment from selected home environment factors provide valuable information for professionals working with divorced families. The significance of family interpersonal relationships, childrearing styles, parental satisfaction, and home routines for facilitating childrens post-divorce adjustment is discussed.

DIVORCE, SOCIOECONOMIC STATUS, AND CHILDREN'S COGNITIVE‐SOCIAL COMPETENCE AT SCHOOL ENTRY

All 115 kindergarteners in a suburban school district were evaluated with an extensive battery of intellectual, academic, social, and adaptive behavior measures to determine the predictive significance of single-parent status on school-entry competencies. Divorce was found to add significant amounts of independent variance to the socioeconomic status predictions of several criteria, specifically those relating to social and academic competence. Both single-parent status and SES were more powerful predictors than other family background, developmental history, and health variables.

Divorce, Family Health, and Child Adjustment

In recognition of the accelerating rate of family disruption and divorce, the authors of this article compared the physical health rating of divorced families with those of intact families. The findings were extracted from a large national study focusing on the impact of divorce on children. It used a random sample of first, third, and fifth grade students. Data were gathered from a vast pool of instruments measuring both school and home variables. Analyses of variance and correlational analyses indicated that marital status was related to health favoring intact family members.

Development and Validation of the Cleminshaw–Guidubaldi Parent-Satisfaction Scale

Publisher Summary This chapter describes that Cleminshaw–Guidubaldi parent satisfaction scale (CGPSS) is a 50-item Likert-type instrument designed to measure various components of satisfaction related to parenting. The chapter discusses its development, concurrent and predictive relationships between CGPSS domains, and a very extensive set of child and family adjustment criteria employed in a nationwide study. Based on the empirical support described in the chapter, the CGPSS is recommended for research and clinical applications. The extensive correlations with adjustment criteria merit attention. For example, if childrens performance levels affect parent satisfaction, as might be expected, the CGPSS could serve as one indicator of success for child intervention strategies. If parent satisfaction affects child adjustment, as might also be expected—particularly in light of the demonstrated long-term predictive validity—parent education and other supportive interventions may result in improved child development. The CGPSS provides a valid assessment tool for determining current parent satisfaction status and for assessing intervention effects. In an era of family disruption, changing adult sex roles, and extremely high frequencies of child and adolescent adjustment problems, such improved assessment devices are prerequisites to effective parent education programs.

The Effect of Time and Structure on Kindergarten Student Social and Academic Performance.

AbstractEmpirical evidence is presented in this study on the relationship between academic and social functioning of kindergarteners and their daily kindergarten time schedule (all-day versus half-...

The Legacy of Parental Divorce

The impact of parental divorce on children has recently become an area of primary concern for a variety of professionals in psychology and education. This interdisciplinary consensus has been generated in part by alarming census descriptions of changing adult lifestyles (e.g., Bron-fenbrenner, 1979; Guidubaldi, 1980). For example, recent reports indicate that the divorce ratio has more than doubled from 1970 to 1981 and more than tripled since 1960. Since these figures do not account for those who were divorced and remarried at the time of the survey, they actually underestimate the total incidence of divorce in our society (U.S. Bureau of the Census, 1982b). Similarly, the incidence of single-parent child rearing has also increased markedly from 11.9% in 1970 to 20.1% in 1981. Again, these figures do not include those who have previously experienced a single-parent situation but are now living in reconstituted two-parent families. In fact, the Census Bureau estimates that in 1977, 10% of children living with two parents were living in a household with a stepparent. Single-parent families resulting specifically from divorce or separation have increased by 111% since 1970, and 90% of one-parent families are now headed by mothers. However, the percentage of father-custody households has not increased in the past decade (U.S. Bureau of the Census, 1979, 1982a, 1982b).

Concurrent and Predictive Validity of the Battelle Development Inventory at the First Grade Level.

Concurrent and predictive validity of the Battelle Developmental Inventory (BDI) was investigated. A random sample (N = 50) of 124 children comprising a total grade level in a school district was evaluated during both the kindergarten and first grade school years by using a comprehensive battery of assessments. Results indicated a consistent pattern of relationships between separate BDI domains and assessments that purport to measure similar constructs. An especially salient finding was that the BDI evidenced higher predictive values of achievement at the first grade than did other established assessments. The data were interpreted to support the BDI as a valid multifactored assessment for use in educational, clinical, and/or research endeavors with young children.

Adjustment of Divorced-Family Day Care Children.

This study examined differences in social and cognitive functioning of divorced- and intact-family preschool-age children enrolled in day care. Additionally explored were the relationships of environmental factors such as family and community support and substitute child care to child adjustment. Subjects were 38 divorced-family children (M=4.82 years) and 42 intact-family children (M=4.82 years) enrolled in three day care centers in a Midwestern suburban community. Parent and child interviews, ratings by day care personnel, and standardized tests were used to gather data. No significant differences in social functioning of divorced- and intact-family children were found. Differences in cognitive functioning favored divorced-family children. Support from extended family was associated with better social functioning of divorced-family children, whereas support from day care center staff was related to better cognitive performance. Findings have implications for research and direct service to divorced-family preschoolage children.

The 'State of States' Reflections by USA State School Psychology Association Presidents

The presidents of state school psychology associations affiliated to the National Association of School Psychologists were canvassed for reflections on five topics: (1) major challenges currently facing school psychologists in their state; (2) major challenges currently facing the state association; (3) state association accomplishments in the previous year; (4) state association priorities for the following year; and (5) state association actions anticipated or planned for the following year. Of the 43 state association presidents 38 responded (88 per cent). Categories of responses to each topic area are presented by state and region. Analyses of consensus responses within and across topic areas are given.