A Pilot Study of African American Children's Cognitive and Emotional Reactions to Parental Separation

Abstract

The present study surveyed 76 black American third through sixth graders who had experienced a parental separation. Children's problematic beliefs about separation were sigdicantly and positively related to teacher reported problem behavior ( r = .30, p = .01). Post hoc analyses suggested that children who blame them- selves seem to have particular difficulty adjusting to the separation. Children who had more positive reactions to the separation were more empathic (r = .22, p = .05). Finally, the recency of the separa- tion was significantly associated with children's acceptance of the separation (r = .42, p = ,002) and how positively they felt about it (r = .34, p = .01). These findings underscore the importance of children's appraisal in interventions with children of separated par- ents.

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