The next steps included adaptations of CODIP for urban and suburban second- and thirdgrade
and fourth-, fifth- and sixth-grade urban children. Evaluations of these new programs
confirmed the improvements in adjustment previously reported for suburban samples
(Alpert-Gillis et al., 1989; Pedro-Carroll, Alpert-Gillis, & Cowen, 1992). Overall, this data,
involving multiple input sources, demonstrated improved home and school adjustment for
CODIP children, reductions in their anxiety and divorce-related concerns, and gains in their
social competencies. Collectively, these studies demonstrated that the program model could
be modified effectively for young children and low-income populations in which divorce is
one of many stressors.
The next steps included adaptations of CODIP for urban and suburban second- and thirdgradeand fourth-, fifth- and sixth-grade urban children. Evaluations of these new programsconfirmed the improvements in adjustment previously reported for suburban samples(Alpert-Gillis et al., 1989; Pedro-Carroll, Alpert-Gillis, & Cowen, 1992). Overall, this data,involving multiple input sources, demonstrated improved home and school adjustment forCODIP children, reductions in their anxiety and divorce-related concerns, and gains in theirsocial competencies. Collectively, these studies demonstrated that the program model couldbe modified effectively for young children and low-income populations in which divorce isone of many stressors.
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