Abstract
This research explored the perceived effectiveness of group work for children experiencing parental divorce in elementary school settings. This research collected qualitative data from eight school social workers in the state of Minnesota. The workers ranged in years of practice, licensure level and size of district. This research found that immediacy of intervention, length and time in group, closed membership and varied activities all greatly contributed to overall effectiveness. In addition, this research found noteworthy effectiveness including positive emotional and behavioral outcomes, emotional expression, increased self-esteem and identified positive supports. The findings of this research did not support the involvement of parents within the group process. Future research should explore parental and systems involvement as related to group effectiveness.