Evaluation of Topics in Utah's ONE‐HOUR Divorce Education Program

Divorce education programs are mandatory in most states. Despite the ongoing debate in the field regarding the appropriate duration of these programs, the goal of the current study was to identify the following five content areas in divorce education that may be most relevant for predicting favorable outcomes: (1) impact of divorce on children, (2) impact of divorce on family relationships, (3) financial responsibilities of divorcing parents for children, (4) benefits of positive coparenting, and (5) impact of domestic violence on children and family relationships. Using divorcing parents' self‐reported data (N = 3,275) from a one‐hour online divorce education program in Utah, we examined participants' post‐divorce intentions to treat each other respectfully, especially in front of the child(ren), and engage in positive coparental practices. The results showed that the program was effective in obtaining these objectives. We discuss these findings in depth and offer suggestions for future programs.     

FAMILIES IN TRANSITION

This article describes one of the first mandatory divorce orientations in the country. Beginning in 1976, this program has served as the model for other highly successful programs throughout North America. The program helps couples deal with the psychological and social divorces as well as the legal divorce. It also provides information for parents about how to tell their children and to monitor the effect of divorce on their children's lives.     

THE CONTENT OF DIVORCE EDUCATION PROGRAMS

A survey was conducted to assess the content coverage of more than 100 divorce education programs for parents in North America. Fifty-six percent of the programs were mandatory for at least some categories of divorcing parents. Results showed that the most intensively covered topics involved the effects of divorce on children and the benefits of parental cooperation. Moderate coverage was devoted to skills acquisition, such as conflict management and parenting, and to the effects of divorce on parents. Minimal coverage was devoted to "nuts and bolts" and legal issues. The results are discussed in terms of issues likely to emerge as a result of this content coverage.     

HELPING CHILDREN SUCCEED AFTER DIVORCE

In an effort to prevent some of the well-documented problems that occur in children and families undergoing divorce, a parent education program, Helping children Succeed After Divorce, was developed and mandated by a domestic relations court in a major metropolitan area. The purpose of the parent seminar is to educate divorcing parents about the effects of divorce and continued conflict on their children and to specify concrete actions that divorcing parents can take to help their children. The seminar's intent is to prevent long-term emotional, social, and academic problems among children of divorce. This article addresses the development, operation, and preliminary evaluation results of this psychoeducational program for divorcing parents.     

A NATIONWIDE SURVEY OF MANDATORY PARENT EDUCATION*

In an effort to take positive steps toward coping with problems for families and children created by high levels of separation and divorce, ever increasing civil caseloads and the exposure of children to interparental conflict, court‐affiliated educational programs have emerged in the United States for parents separating from their spouse or partner or going through a divorce. This article will provide an overview of the creation of such programs and their development, which includes a discussion regarding the numerous states currently mandating parents to attend. It will summarize some of the research which has been conducted as to the efficacy of the programs and will provide the results of our nationwide research for each state's parent education status. There is a discussion of domestic violence issues and sensitivities in the context of parent education programs and possible future directions for mandatory parent education.     

EFFECTS OF SKILL-BASED VERSUS INFORMATION-BASED DIVORCE EDUCATION PROGRAMS ON DOMESTIC VIOLENCE AND PARENTAL COMMUNICATION

This study used a pre- and postevaluation with a control group to compare the effectiveness of two divorce education programs: skill-based Children in the Middle (CIM) and informationbased Children First in Divorce (CFD). Each treatment group consisted of approximately 125 divorcing parents mandated to attend divorce education in Florida. The control group consisted of 64 divorcing parents not mandated to attend divorce education in Alabama for lack of a program. Treatment and control parents lived in comparable cities with comparable demographics. Results indicate that CIM, not CFD, improved parental communication. Both CIM and CFD reduced child exposure to parental conflict. Neither program had effects on domestic violence, actual parental conflict, or child behavior problems. Across all groups, parents with greater divorce knowledge and communication skills experienced more reciprocal discussions with the other parent, less parental conflict, less domestic violence, and they exposed children to less conflict.     

KIDS' TURN

Reported in this article is an innovative group program for children whose families are going through divorce. The Program is sponsored by the San Francisco court system. This program provides an orientation for children to help them cope with divorce. The program also involves the parents. The goals of the program are to demystify the separation process, provide a safe place for children and parents to discuss their feelings, provide a culturally sensitive context, provide information regarding other resources, and teach communication and problem-solving skills.     

A REVIEW OF ONLINE DIVORCE EDUCATION PROGRAMS

Divorce education programs first surfaced over four decades ago. Today, many states mandate parents to participate in a divorce education program before their dissolution can be finalized. Changes in the technological landscape have allowed innovative practitioners to create online divorce education programs, yet these programs have not been formally evaluated for quality. Adapting a research design for evaluating face‐to‐face programs, we created an online divorce education review form and reviewed online divorce education programs that parents use to meet court‐mandated requirements. Results reveal that online programs have significant potential to help divorcing parents, yet there are areas of online program content and instructional strategies that can be improved. Program content that includes legal and court focused topics or modules, or that offer advice for families facing special circumstances such as domestic violence, could be enhanced. Additionally, most of the instructional strategies were passive. With this research, recommendations were made for improving program content and instructional strategies for online divorce education programs.     

A CALL UNHEEDED

This article discusses the obstacles to implementing education programs for divorcing parents, the goal of which is to make parents aware of the effect divorce can have on children and provide them with skills necessary to address such problems. This article attempts to differentiate between adopter and nonadopter courts, that is, courts that have adopted mandatory education programs for divorcing parents and courts that have not. The article also provides an analysis of possible justifications of why some courts have chosen not to implement such programs.     

PATTERNS OF RELITIGATION

Two groups of parents were tracked for 2 years following their divorce: a group of 89 who attended a mandatory divorce education class and a comparison group of 23 who did not. The two groups did not differ in any assessed demographic or family characteristics. At the follow-up assessment, the parents who attended the class had relitigated (over all issues) less than half as often than those who had not attended the class (1.61 vs. 3.74). Moreover, rate of relitigation was related to mastery of skills learned in the class. The results are discussed in terms of the needs for outcome evaluation and design of education programs for divorcing parents.     

A Rigorous Quasi‐Experimental Design to Evaluate the Causal Effect of a Mandatory Divorce Education Program

All couples with minor children who filed for divorce within a specific 6‐week period (N = 191 couples) in one jurisdiction were ordered to attend a divorce education program. The control group included about 20 couples randomly selected from each of six 6‐week intervals before and six 6‐week intervals after the treatment interval (N = 243 couples). Archival records were searched for variables such as legal and residential custody award, visitation percentage, and relitigation. The impact of the program was assessed by evaluating, for each variable, whether the data for program interval departed from the straight (regression) line drawn through all the control group intervals. Only the visitation time award significantly differed: 27.75% for treatment couples and 22.46% for control couples. Analyses show that the father's attendance at the program primarily accounts for the difference.

Key Points for the Family Court Community
• There are considerable methodological weaknesses in most of the existing evaluations of divorcing parent education programs.
• Stronger, more scientifically rigorous—and thus persuasive—designs are possible in court settings, such as the regression discontinuity quasi‐experimental design we feature here.
• Archival records, such as various court filings, are a rich and relatively untapped source of data.
• Being mandated to attend a single 2‐hour divorcing parent education class caused an increase in the visitation time award in divorce decrees.
• There is a disconnect between being mandated by a judge to attend a program and actual attendance.

     

SHOULD PREMARITAL COUNSELING BE MANDATORY AS A REQUISITE TO OBTAINING A MARRIAGE LICENSE?

Despite the fundamental importance of marriage in forming the foundation of family and society, divorce in the United States has become a common occurrence with disruptive consequences immediately affecting the children, the family, and society at large. The state therefore has a strong and legitimate interest in strengthening marriage by mandating premarital counseling for all couples contemplating marriage. Premarital counseling is a program that offers the necessary guidance to assist couples in evaluating their readiness to enter marriage, and allows couples to enter marriage with greater understanding and certainty. As a result, mandatory premarital counseling will promote stability in the marital and family relationship and help to reduce marital discord.     

CHILDREN IN CHANGING FAMILIES

An extensive body of research has demonstrated that children in families touched by separation and divorce face considerable turmoil in their young lives. This article describes the results of a pilot study of a group curriculum aimed at ameliorating the negative effects of divorce and family instability for children ages 9 to 12. Based on the ratings of parents, many children benefit noticeably from the program, especially those with less self-expression, low self-esteem, and more behavioral problems before the program. Teachers, however, often observed no difference in the classroom behavior. The limitations of the study are discussed and caution is recommended in interpreting the findings .     

MAKING ALTERNATIVE DISPUTE RESOLUTION (ADR) LESS ALTERNATIVE: THE NEED FOR ADR AS BOTH A MANDATORY CONTINUING LEGAL EDUCATION REQUIREMENT AND A BAR EXAM TOPIC

Divorce proceedings have had a negative reputation due to their adversarial nature. Litigation in the family law field has exacerbated an already emotionally charged atmosphere. Alternative dispute resolution (ADR) has grown in importance over the past three decades and has helped to alleviate some of the animosity which accompanies divorce and child custody matters. Parents in particular are aided by the benefits of options such as mediation and collaborative divorce, obtaining increased control over their agreements in situations where the relationships will be continuous due to shared parenting responsibilities. However, much more could be done to increase the use of ADR in family law proceedings. Current family law practitioners could fill many roles, including mediator, advocate during mediation, collaborative negotiator, arbitrator, and counselor regarding which process to implement. Knowledge about these different roles, with their attendant skills and ethical issues, has become imperative. This Note will advocate for a mandatory continuing legal education requirement in ADR for matrimonial attorneys, as well as for the inclusion of ADR as a topic on state bar examinations. An increased knowledge of ADR will benefit divorcing parents and their children, ease an overcrowded court system, and lead to greater personal and professional satisfaction for the family law practitioner.     

GOING TO COURT AS A LAST RESORT: ESTABLISHING A DUTY FOR ATTORNEYS IN DIVORCE PROCEEDINGS TO DISCUSS ALTERNATIVE DISPUTE RESOLUTION WITH THEIR CLIENTS

This Note advocates for the creation of a uniform ethical requirement that all attorneys in divorce proceedings involving children inform their clients about alternative dispute resolution (ADR), particularly mediation and collaborative law. By emphasizing cooperation and negotiation among the divorcing parents, both mediation and collaborative law offer these would-be litigants the opportunity to move forward with their parental duties long after the divorce is finalized. Using the ABA Model Rules of Professional Conduct as a template, this ethical requirement will ensure that clients are fully informed of the availability of ADR and of the chance to forgo potentially unnecessary litigation. Ultimately, the implementation of an ethical requirement holds the potential to minimize the impact of divorce on children by facilitating the process of moving forward for the family as a whole.     

THE DIVORCE EDUCATION INTERVENTION MODEL

This article offers a divorce education intervention model that court systems can use to determine the level of programming that fits their goals for divorce education and their available resources. This model includes three levels of education that vary by extent of presenter and parent involvement: basic information, feelings and skills, and brief focused intervention. Eight program components are compared: goals, personnel, strategies, resources, examples, parental involvement, potential outcomes, and limitations.     

INTERPARENTAL CONFLICT AS A RISK FACTOR FOR CHILD MALADJUSTMENT: Implications for the Development of Prevention Programs

This article reviews research on the effects of interparental conflict on children and examines its implications for divorce education programs designed to reduce conflict after divorce. Basic research indicates that prevention programs for parents will be most effective in fostering children's adaptation to divorce if they can reduce the level of destructive conflict that children are exposed to, foster good parent–child relationships, and keep children from being caught in the middle of parental tensions and disagreements. Programs for children are likely to be most helpful if they help children learn ways to cope with situations in which they feel pressured to side with one parent against the other and avoid feeling responsible for parental problems. Although psycho-educational programs are widely available and often court-mandated, evaluation studies are rare and support for their efficacy is mixed.     

TRANSITION OR NOT?

The article focuses on a quantitative evaluation of Families In Transition (FIT), a court-mandated divorce education program. In this evaluation, the operationalization of the impact of FIT on its participants is guided by a social psychology theory. Findings indicate that parents view FIT as a valuable experience, and they gain in their attitude toward and likelihood to engage in child-centered divorce adjustment behaviors from pre- to post-FIT. Factors are highlighted, such as counseling and conflict status of the parents that affect the degree of influence of FIT. Implications for evaluations of these programs and for the structure of these programs are discussed.