SUPERVISED VISITATION: A CALL FOR A SECOND GENERATION OF RESEARCH

With the divorce rate rising and related child visitation disputes becoming an increasingly difficult issue before the courts, supervised visitation programs have proliferated over the last decade. The literature demonstrates that ongoing contact between children and both parents following separation and/or divorce is important for children's socio‐emotional adjustment and positive child/parent relations. However, there is a paucity of literature demonstrating a relationship between supervised visitation programs and child/parent relationship outcomes. Based on the lack of outcome research the authors argue for a second generation of research regarding intended and unintended consequences of supervised visitation. This article reviews and synthesizes the current literature, highlighting strengths, limitations, significant findings and proposes a critical need for evidence‐based research.     

PARENT EDUCATION AFTER SEPARATION/DIVORCE

As part of a Canadian best practices evaluation of parent education for divorcing parents, this study assessed program effects on postseparation parenting. Statistically significant changes from pretest to 4 to 6 month follow-up were evident on all scales related to conflict between former partners, whereas changes related to positive and cooperative parenting were less conclusive. All parents experienced a reduction in conflict that places children in the middle of the conflict by the follow-up stage. Low-moderate-conflict parents experienced more increases in adaptive parenting.     

SUPERVISING VISITS BETWEEN PARENT AND CHILD

Serious conflicts can arise when contacts between a child and a parent require supervision unless specific guidelines and objectives are clarified for all involved parties. This article discusses supervision objectives, the importance of maintaining the parent-child relationship, instances warranting recommendation for no parental contact, qualifications of the supervisor, and practical guidelines for supervision.     

EIGHT KEYS TO PASSING PARENT EDUCATION LEGISLATION

In May 1996, Domestic Relations Education on Children's Issues, House Bill 2063, was signed into law by the governor of Arizona after successfully passing through both houses of the Arizona legislature. This new law made it mandatory for all new divorcing parents and unmarried parents with custody/access disputes to attend a domestic relations parent information program that focused on the needs of their children. This article documents some of the key steps for passage of this type of legislation, with illustrations from Arizona's experience. The process began in November 1994, and it took two legislative sessions before the bill became a law.     

PARENT EDUCATION IN THE DOMESTIC RELATIONS COURT

This multisite assessment of five, court-affiliated parent education programs incorporates information from 3,000 exit surveys by attendees, 602 telephone interviews with willing parents six months later, comparisons with 145 divorcing parents who did not attend a program, and reviews of court activity. Parents report high levels of satisfaction with the programs and credit them with helping to sensitize them to their children's needs and making visitation more successful and enjoyable. Although attendees report better compliance with divorce decrees, comparable proportions of parents in treatment and comparison groups report conflict over child custody and access, and a review of court files shows identical litigation patterns for both groups over a four-year period of time .     

PARENT EDUCATION AS A DISTINCT FIELD OF PRACTICE

The proliferation of educational programs for separated and divorcing parents has created an emerging field of practice. This article examines core questions of professional responsibility, accountability, standards, and practices that must be addressed to advance the development of the field.     

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.     

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.     

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.     

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.     

LEGAL IMPLEMENTATION OF PARENT EDUCATION PROGRAMS FOR DIVORCING AND SEPARATING PARENTS

This article traces the legislation permitting or mandating the use of parent education for divorcing and separating parents in state courts. Explored are State mandatory and discretionary programs, local court rules, voluntary programs, and some of the constitutional issues that are raised.     

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.     

THE SECOND ANNUAL MEYER ELKIN ADDRESS

A year ago, our journal had the opportunity to publish the inaugural Meyer Elkin Address by Jonah, Peter, and Marian Wright Edelman. This past summer, the Association of Family and Conciliation Courts was honored to have George Thomson speak at its conference in Vancouver, British Columbia. Thomson was presented with this honor for his hard work and dedication to family law in Canada and throughout the world. The Family and Conciliation Courts Review is honored to publish this speech by Thomson. Described by his colleagues as a “miracle worker” and “superman”, Thomson has led a fascinating career that has followed several different paths. As an undergraduate student, Thomson attained a B.A. in philosophy and English from Queen's University in Kingston, Ontario. He remained at Queen's University and received an LL.B., then completed his formal education with an LL.M. from the University of California. Thomson has had a diverse background in the legal field, serving as an educator, a judge, and a government official. From 1968 until 1971, he worked as both an associate professor and assistant dean at the University of Western Ontario in London, Ontario. After his brief stint with the university, he was appointed judge of the Provincial Court for the Province of Ontario. Thomson held this position for five years before becoming an associate deputy minister of Community and Social Services, where he served as the head of the Children's Services Division. In the 1980s, Thomson returned to the bench in the provincial court. Additionally, he was the director of education for the Law Society of Upper Canada. Most notably, however, Thomson chaired a provincial committee on social welfare reform. By 1989, Thomson had moved from the bench into governmental work. He briefly served as the deputy minister of citizenship for Ontario. He was then appointed the deputy minister of labor until 1992. From 1992 until 1994, Thomson served as Ontario's deputy attorney general. He then became the deputy minister of justice and deputy attorney general of Canada. Most recently, Thomson has been a special advisor to the minister of justice and attorney general of Canada. The following Meyer Elkin address was presented at the annual Convention of the Association of Family and Conciliation Courts in Vancouver, Canada, in June 1999.     

A PROMISING METHOD FOR PROBLEM PREVENTION—PARENT EDUCATION IN SMALL GROUPS

The Child Welfare League of America held its Southwest Regional Conference on April 21 to April 24, 1968. One of the Institutes held at the Conference dealt with parent group education as a new dimension in social work. Following are two papers presented at the Conference concerning this new concept which is designed to prevent problems by raising the level of family living.     

A GOOD EXAMPLE OF PARENT ADVOCACY FOR RIGHTS IN INCLUSIVE EDUCATION IN CHINA

While children with disabilities experience exclusion and segregation in education, parents’ involvement has been very limited due to the lack of parent support in China. Negative attitudes toward disability in an environment deeply influenced by the individual model of disability thinking makes it crucial for parents to advocate for their children’s rights in inclusive education through collaborative and organized efforts. This article examines barriers obstructing disabled children’s rights in pursuing inclusive education, barriers parents face to advocate for their children, and the development of parent support. The author argues that equal and inclusive education for all has a broader social impact beyond disability rights to eliminate barriers and pursue dignity for all. In doing so, the author reveals existing structural inequalities facing inclusive education, encourages the momentum for future changes, and utilizes a good example of parent advocacy for a deeper and meaningful policy advancement to overcome discrimination on the basis of disability that causes segregation and exclusion in education. Recommendations include strategies for the construction of a support network for parents to play their important roles in advancing the rights of their disabled children in inclusive education.