• Summary
  • Contents
  • Subject index

This timely new book presents the concepts, context, and applications of a problem-solving approach to group work with children and adolescents. This comprehensive new volume covers it all. It addresses issues associated with assessment, problem recognition, planning and composition, leadership, and activities in a wide range of settings when working with children and adolescents. Phases of group work, practice guidelines, and evaluation are also thoroughly considered. Significant applications focus on group work with children and adolescents from families in which divorce has occurred; group work to improve peer relationships and social competence; group work with children and adolescents who are at risk for developing mental health and substance abuse disorders; and school performance group work. To help illustrate key points, a lively case example is provided for each application. A practical volume for practitioners in the helping professions, Group Work with Children and Adolescents will be highly valuable to those practicing in the fields of social work, human services, clinical and counseling psychology, and psychiatric nursing.

Parental Divorce
Parental divorce
Divorce as a Social Problem

Family difficulties, including marital separation and divorce, affect the social, emotional, and psychological functioning of school-age children. Group work with children and adolescents that addresses family problems has evolved to emphasize the impact of divorce. This chapter will examine the use of group work with youngsters who are affected by parental divorce, a pervasive social problem.

Some estimates indicate that half of all children will be affected by divorce (Cordell & Bergman-Meador, 1991). Each year more than one million children experience parental divorce (National Center for Health Statistics, 1990). Many couples divorce when their children are of school age (Glassman & Reid, 1985). In some schools, children of divorce form the majority of students (Pines, 1982).

The perceptions of the ...

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