Abstract
ABSTRACT Forty-six of the 50 states currently have mandates surrounding co-parenting programs; however, little is known about the specific mechanisms within a co-parenting class that facilitate a parent’s readiness to engage in positive co-parenting behaviors. This study used a qualitative design to understand how attendance of a co-parenting class affects a divorcing parents’ readiness to engage in positive parenting behaviors. Semi-structured interviews were conducted with parents (N = 13) to determine how parental experiences of attending a co-parenting class impacted their readiness to engage in a positive co-parenting relationship. Parents reported that the class facilitator’s ability to engage the class, the group dynamic of the class, and the content of the co-parenting class facilitated changes in their perceptions about their co-parenting relationship. Future research could examine the differences within and between co-parenting programs and program facilitators to increase our understanding on differences among co-parenting programs and how facilitators impact program effectiveness.
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