A NATIONWIDE SURVEY OF PROGRAMS FOR CHILDREN OF DIVORCING AND SEPARATING PARENTS

This article surveys programs for children of separation and divorce throughout the United States. It provides an overview of their development and discusses some of the research which has been performed to measure the efficacy of them. It focuses on some specific programs, and it provides information about the types of programs which are available in each state. Finally, it provides insights into the next steps for such efforts.     

PROPOSAL FOR A PILOT EDUCATION PROGRAM FOR DIVORCING AND SEPARATING PARENTS

This article presents the proposal made to the Clackamas County Board of Commissioners outlining the rationale for the Clackamas County Parent Education Program. including a proposed budget and sources of income.     

STATUS OF COURT-CONNECTED PROGRAMS FOR CHILDREN WHOSE PARENTS ARE SEPARATING OR DIVORCING

This article reports on programs for children whose parents are divorcing or separating. Data were obtained from 67 courts and 81 program providers across the United States. Most court systems with children's programs used community providers and encouraged rather than required children's attendance. The average program consisted of one or two sessions, with a length of 4 to 5 1/2 hours. A partial list of commercially available curricula is provided in the appendix.     

EDUCATION FOR PARENTS DIVORCING IN CALIFORNIA

This article describes the variety of educational programs found in courts throughout California. It is the product of a 1-year study of these programs, and the article catalogues the effects of one state in providing educational programs for families going through divorce. The article describes the range of possibilities for courts to select the program best suited to their needs.     

COURT-CONNECTED PROGRAMS FOR DIVORCING PARENTS IN MICHIGAN

This article highlights the findings of a survey of court-connected programs for divorcing parents in the state of Michigan. Program and attendance information is given, and a typical program in Michigan is described. Program development and implementation issues, such as goals and program material, program management, court-mandated attendance, and program evaluation are discussed.     

PROSPECTS FOR EXPANDED PARENT EDUCATION SERVICES FOR DIVORCING FAMILIES WITH CHILDREN

The factors influencing court readiness to implement programs for divorcing families that are evidence based (i.e., have received support as being effective in scientific trials) were examined in a stratified random sample of the 3, 140 U.S. counties. Represented in the final survey were 22 large, 58 medium-sized, and 74 small counties with established divorcing parent education programs. For each court, a telephone interview was conducted with a key informant. Results indicate that 95% of counties report that implementing a lengthier, empirically validated program would be helpful to families, would find support from judges (80%), should be done in their county (74%), would find funding (73%), and was the responsibility of the court (69%). The two important barries to implementing longer evidence-based programs are potential funding problems and parents' potentially low attendance.     

LONG-TERM FOLLOW-UP OF A COURT-BASED INTERVENTION FOR DIVORCING PARENTS

This study investigated whether participation in an educational program for divorcing parents is associated with a lower incidence of relitigating divorce-related decisions over time. A systematic review of court records indicated that couples who attended this program (n = 159) in central Illinois were just as likely as those in the control group (n = 43) to relitigate over a 6-year period. Furthermore, county-wide rates of relitigation increased from 2 years before to 3 years after the program's introduction. However, reports obtained from participating families suggest that the program may serve an important function for families in which there is a high risk of triangulating children into postdivorce conflict.     

1998 NATIONWIDE SURVEY OF THE LEGAL STATUS OF PARENT EDUCATION

This article reports the findings of a legislative survey conducted to determine the legal status of parent education in the United States. Specifically, this survey reveals that since 1994. the number of states that enacted legislation authorizing or mandating attendance at parent education programs has more than quadrupled. The article features a state-by-state analysis of the various legal models currently in effect, including the source of authority, attendence model, and legal circumstances giving rise to participation. A capsule summary describing specific characteristics of the governing law of each state is also provided for reference.     

PARENT EDUCATION PROGRAMS IN FAMILY COURTS: BALANCING AUTONOMY AND STATE INTERVENTION

This work considers how court‐connected parent education programs can assist parents to access dispute resolution processes that best suit their families’ needs, in a manner involving appropriately curtailed levels of state interference with parental autonomy. After reviewing traditionally accepted limits on state interference with family functioning, the increased concern for children's emotional well‐being, and data relating to one parent education program, the author concludes that providing mandatory “basic level” informational programs to all separating parents seeking access to the family law regime is a warranted level of state intervention. “Skills‐building” programs aimed at achieving demonstrably changed parental practices should be available on a voluntary attendance basis.     

NECESSARY MEASURES AND LOGISTICS TO MAXIMIZE THE SAFETY OF VICTIMS OF DOMESTIC VIOLENCE ATTENDING PARENT EDUCATION PROGRAMS

This article suggests measures that should be taken to ensure, as much as possible, the safety of victims of domestic violence. Because victims and perpetrators of domestic violence will inevitably be attendees at parent education programs, such programs must be sensitive to the safety concerns of these victims. Only when victims of domestic violence are safe will their children be safe and able to benefit from what their parents learn at these education programs. This article concludes that, by weaving common-sense logistical, administrative, and curricular recommendations into the fabric of every parent education program, the safety of victims and children will be prioritized as it must be, while all attendees still receive the maximum benefit from these valuable programs.     

A REVIEW OF PROGRAMS DESIGNED TO PREPARE PARENTS FOR CUSTODY AND VISITATION MEDIATION

Mediation orientation programs are an increasingly common resource for parents preparing to mediate custody and visitation disputes. In this paper, we review empirical studies on program effectiveness and describe a range of programs in the U.S. Most are brief and psychoeducational in nature, focusing on the mediation process and the effects of conflict on children. Programs typically provide information through reading materials, slides, and videos, either in a group setting or online. Few evaluate program effectiveness. We offer suggestions for program evaluation and introduce an assessment‐based framework for providing individualized services for parents. Key Points for the Family Court Community

• ? Few Mediation Orientation programs have been empirically evaluated.
• ? Useful research designs would include (1) assessing participants both before and after the program and (2) comparing program participants to non‐participants.
• ? The psychoeducational components of Mediation Orientation programs may need to be tailored for low‐ and high‐conflict couples.

     

MEDIATION PARENT EDUCATION PROGRAMS IN THE CALIFORNIA FAMILY COURTS

This article presents information about parent educational programs connected to court-based child custody mediation services in California. The educational content and methodologies most commonly practiced in California family court mediation services are discussed. In addition, new directions in parent education for mediation clients are described.     

RESULTS OF A SURVEY OF COURT-CONNECTED PARENT EDUCATION PROGRAMS IN U.S. COUNTIES

This article highlights the results of a survey of 3,073 U.S. counties regarding court-connected programs for divorcing parents. Court-connected programs were identified in 541 counties. Information is provided on states' efforts at parent education for divorcing parents, including proliferation of programs, commonly used programs, court involvement in organization of programs, fees, and various attendance policies, including mandated attendance. The research establishes a base of information that reflects current practices, informs future research on program outcomes, and assists court systems to implement, change, and/or mandate education programs for divorcing parents.     

THE NEW BEGINNINGS PROGRAM FOR DIVORCING AND SEPARATING FAMILIES: MOVING FROM EFFICACY TO EFFECTIVENESS

This article describes a program of research on effectively transporting the New Beginnings Program (NBP), a university-tested prevention program for divorced families, to community settings. The four steps in this research are described: (1) selecting a community partner, (2) developing effective methods of engaging parents, (3) redesigning the NBP to be easily delivered with high quality and fidelity in community agencies, and (4) adapting the NBP to meet the needs of the full population of divorcing families. The article concludes with a discussion of plans for an effectiveness trial to evaluate the NBP when delivered in community settings.     

DIVORCE EDUCATION FOR PARENTS AND CHILDREN IN JACKSON COUNTY, MISSOURI

This article outlines the implementation of a children's component of a court-connected, mandatory divorce education program in Jackson County, Missouri. The efforts made to include significant stakeholders in the planning and implementation process are described. The curriculum for adults and children is summarized, and the structure and administration of the program are presented. Class provider recruitment and teacher qualifications are presented, as well as an overview of the initial responses to the children's classes. The difficulties and successes described may give direction to others considering the inclusion of children in mandatory divorce education classes.     

PROGRAMS FOR PROMOTING PARENTING OF RESIDENTIAL PARENTS: Moving From Efficacy to Effectiveness

This article reviews prevention programs that target primary residential parents as change agents for improving children's postdivorce adjustment. First, we review parental risk and protective factors for children from divorced families, including parenting quality, parental mental health problems, interparental conflict, and contact with the nonresidential parent. Following a discussion of brief informational interventions, we describe the findings of evaluations of three multisession, skill-building interventions for divorced parents. Impressive evidence is presented that parenting is a modifiable protective factor and that improving parenting leads to improvements in children's postdivorce adjustment. We then discuss, in greater detail, the New Beginnings Program, which we highlight because it has shown repeated, immediate effects on children's mental health outcomes as well as long-term effects on a wide array of other meaningful outcomes, such as diagnosis of mental disorder in the past year, externalizing problems, alcohol and drug use, and academic performance. Also, mediational analyses have shown that program-induced changes in parenting accounted for changes in mental health outcomes. The remainder of the article describes a research and action agenda that is needed to successfully implement the New Beginnings Program in domestic relations courts.     

PARENT PSYCHOEDUCATIONAL PROGRAMS AND REDUCING THE NEGATIVE EFFECTS OF INTERPARENTAL CONFLICT FOLLOWING DIVORCE

This article reviews psychoeducational programs to reduce interparental conflict in divorcing families and the negative impact of conflict on children. The authors initially identify factors shown in the basic psychosocial research literature to be related to the effects of interparental conflict on children. They then review the content of programs currently being delivered and evaluate the evidence from well-controlled studies concerning their effectiveness. Finally, the article considers directions for future program development and evaluation.     

DOES MANDATORY DIVORCE EDUCATION FOR PARENTS WORK?

In a court-mandated, child-focused class for divorcing parents, parental mastery of skills taught were evaluated both immediately after the class and 6 months later. Parents perceived the classes to be realistic and useful. Skills were effectively learned and were maintained over the evaluation period. Parents reported that they were successful in dramatically lowering exposure of their children to parental conflict. Relative to a comparison group of parents divorcing the year before the classes were initiated, parents completing the class were better able to work through how they would handle difficult child-related situations with their ex-spouses and were willing to let their children spend more time with the other parent. Few gender differences were observed—mothers perceived the class as more realistic; fathers showed greater improvement on some skills. Similarly, interest level in further training was not predictive of class benefits, suggesting that enthusiasm for parenting training is probably not essential.