Divorce Education Research Articles

Reasons Couples Divorce: Differences by Sex, Race, and Education Level

ABSTRACT Although divorce has become ubiquitous in US society, the reasons couples give for their divorce are varied and prone to change over time. This study presents a contemporary report of commonly endorsed reasons for divorce and how these differ by gender, race, and education level. Data were collected from 2018 to 2022 as part of the baseline interview of the Co-Parenting for Resilience program in Oklahoma, and included 15,892 divorcing or separating parents of minor children (54.67% female, 70.41% White, and 35.44% having completed some college or tech school). A series of t-tests and ANOVAs revealed that reports of how much each reason contributed to divorce differed significantly by gender, race, and education level for almost every reason for divorce. Results suggest the importance of considering social categories when determining why couples divorce, having potentially consequential implications for divorce education programs that continue to use a one size fits all approach.

Divorce Education and African American Parents

Divorce Education and African American Parents

Identifying a typology of helpful post‐divorce family assets: Implications for divorce education

AbstractDivorce education programs seek to provide parents with information about various aspects of the divorce process, its consequences, and strategies for successful adjustment. Within those broad content areas, however, there are myriad of potential promotive‐, protective‐, and risk‐factors that programs could address. Thus, divorce education programs could benefit from further guidance about the content areas divorcing parents may find the most helpful. In the present study we aimed to describe what divorced parents felt had helped their families throughout the divorce process. We did so to promote further alignment between divorce education program content and what parents have found helpful. Specifically, we identified a typology of helpful post‐divorce family assets. Our findings suggest that though a plurality of divorcing parents benefit from a wide range of legal/professional, former spouse, and personal assets, the majority rely predominately upon their own parenting skills and resources, or perceive few beneficial assets to draw on. We contend divorce educators should consider incorporating further information on developing personal parenting skills or resources, and skillfully navigating legal or therapeutic systems, to further complement existing curricula.

Rethinking utility in divorce education: Use of multi‐program evaluation data to uncover markers of post‐divorce adjustment

AbstractFor children in the United States, family instability following parental relationship dissolution is common and efforts to promote effective post‐divorce co‐parenting arrangements have grown substantially in recent decades. To help families navigate transitions through the divorce process, most states require divorcing parents to complete divorce education programming. In the present study we used pre‐post data from three divorce education programs (n = 1026 parents) to explore programmatic effects on self‐reported adjustment, intentions to co‐parent, and likelihood to relitigate, and attempt to determine mechanisms that may account for or explain those programmatic effects. Overall, we found support that these programs are able to impact perceived adjustment and co‐parenting intentions. Specifically, we documented small, but significant, increases in perceived adjustment and that post‐program adjustment was associated with greater intentions to engage in supportive co‐parenting with former spouses. Further, co‐parenting intentions were shaped by how useful parents found the programs with greater perceived utility being associated with more positive co‐parenting intentions. The relitigation outcomes, however, were not associated with post‐program adjustment or perceived program utility. Instead, they were primarily associated with pre‐program experiences such as the quality of co‐parenting prior to the program and whether an order of protection was present between co‐parents.

The effects of resolution method of child custody and support plans on parental well‐being during the divorce process: Implications from and for divorce education

AbstractThe majority of research on the impact of divorce on parents, children, and families focuses on what occurs after the divorce has been finalized. However, data derived from divorce education programs present opportunities for research on the experience of parents during the divorce process. Guided by the divorce‐stress‐adjustment model, this study sought to understand how the divorce process impacts parental well‐being by examining some of the most pressing child‐related concerns divorcing parents have while going through a divorce. Specifically, we looked at how the approach parents took to resolve child‐related issues (i.e., internally, through outside intervention, or unresolved) was related to the perceived fairness of child custody arrangements, parental concerns regarding how divorce impacts children, financial concerns, and their overall well‐being. Perceived fairness of the child custody arrangement, concerns regarding how divorce impacts children, and financial concerns were associated with parental well‐being, and also served as an indirect path through which approaches to resolve child‐related issues impacted parental well‐being. Understanding what parents think and feel during the divorce process, and how those thoughts and feelings are related to the actual steps to getting a divorce, could help inform divorce education typically administered as part of divorce proceedings.

Experiences of post‐divorce parentification and parental affection: Implications for emerging adults' well‐being

ABSTRACTObjectiveThe present study examined how emerging adults' perceived parentification and parental affection toward themselves and their sibling after parental divorce are associated with mental health so that researchers and practitioners can better understand the influence of sibling dynamics in this process.BackgroundAlthough parentification may be prevalent within the context of parental divorce, little is known about how perceived sibling parentification and parental affection (i.e., individual and sibling) are related to individuals' reports of mental health for those who have experienced parental divorce.MethodThe sample consisted of 106 emerging adults with a living biological sibling and parents who divorced. Hierarchical regressions were used to investigate associations among levels (i.e., individual and sibling) and differences (i.e., individual versus sibling) in self‐perceived post‐divorce parentification and parental affection and outcomes (i.e., current symptoms of depression, anxiety, and stress).ResultsHigher reports of self‐perceived parentification were significantly related to higher reports of participants' depressive and stress symptomology. Greater self‐perceived parental affection for siblings had a significant positive relationship with the aforementioned outcomes.ImplicationsImportant implications on the potentially long‐lasting effects of perceived parental treatment are included for divorce education facilitators and family therapists working with divorcing parents.

A Systematic Review Identifying Child-Focused Assessment Tools to Improve the Development and Evaluation of Divorce Education Programs

ABSTRACT Divorce education programs have increased in prevalence over time due to the high and sustained rate of divorce in the United States. These programs have been shown to improve familial relationship quality post-divorce, especially for children, with many states requiring parents to complete a divorce education program prior to the issuance of the final judgment. However, divorce education programs vary greatly in length, content, and goals due to the lack of standardization. Using the Divorce-Stress-Adjustment Theory, this systematic review focuses on identifying assessment tools that can be utilized to operationalize common content areas identified by Schramm and colleagues in 2018 that are delivered within many divorce education programs. In total, 18 measures were identified that could be used to operationalize a set of eight constructs and sub-constructs. Recommendations are provided for assessment tools that could effectively be used for program evaluation and suggestions are made for future research.

Divorced parents' perceived benefits and risks of dating and sharing of dating information

AbstractObjectiveIn this study we explored the associations among divorced parents' perceptions of the benefits and risks of dating and parents' sharing of private information about dating, specifically information related to the timing of introducing dating partners to children and coparents and disclosures to children about dating activities.BackgroundRelatively little is known about how divorced parents decide how open they should be about disclosing information about dating partners.MethodA convenience sample comprised 284 divorced mothers and 117 divorced fathers recruited following a state‐mandated divorce education program. Participants completed an online survey. Data were analyzed with regression analyses.ResultsWhen parents perceive the dating partner as a benefit in coparenting their children, they are more likely to think that dating partners should be introduced earlier to children and that more information about dating relationships should be shared with children. Concerns about other's perceptions were related to later introductions between dating partners and children.ConclusionSome of the divorced parents' perceptions of possible dating benefits and risks are related to introducing a new partner and sharing dating information with children.ImplicationsFamily practitioners could help divorced parents evaluate both how to approach introduction of dating parents, as well as dating partners' potential to assist them in childrearing if the relationship becomes serious or long term. More research is needed on what goes into parental decisions to disclose information about dating to children.

Divorce and Predictors of Child Outcomes: The Impact of Divorce Education, Parenting, Coparenting, and Adult Quality of Life

Divorce and Predictors of Child Outcomes: The Impact of Divorce Education, Parenting, Coparenting, and Adult Quality of Life

The Effectiveness of Online Divorce Education for Latinx Parents

ABSTRACT Although divorce education programming is prevalent, research on how programs benefit certain ethnic groups is sparse. Addressing this research gap is important given the increasing ethnic diversity in the United States. In the current study, we applied a mixed-methods approach to examine the experiences of divorcing/separating Latinx parents (n = 371) who participated in a one-hour court-mandated, online divorce education program. Quantitative analyses revealed an improved understanding of divorce-related topics and positive coparenting practices for both men and women. Qualitative analyses indicated increased awareness of the negative impact that divorce can have on child well-being. Participants also noted their appreciation for access to information on various subjects related to divorce, and the opportunity to develop coparenting skills. Implications for facilitating divorce education programs for parents from historically underrepresented groups are discussed.

Lessons From the Field: Developing a Multisite Divorce Education Evaluation Tool

ObjectiveIn this Lessons from the Field, we describe the lessons we learned from developing the Divorce Education Assessment Collaborative (DEAC) and creating a longitudinal evaluation plan for divorce education programs across geographically, programmatically, and format‐diverse programs.BackgroundAlthough divorce education programs are commonly mandated for divorcing parents, variability in program content, format, and design can make it difficult to determine the efficacy of such programs. We contend developing a standardized evaluation tool, and making it freely available to programs, is essential for identifying best practices and moderators of program effectiveness.ExperienceMembers of the DEAC share their experiences and insights regarding successes and challenges in coordinating and collaborating to develop an evaluation tool that is concise, but provides key information about program effectiveness and participants' program experiences.ConclusionIdentifying and bringing together an idea champion, invested stakeholders, and critical resources (e.g., seed funding, teleconferencing, document collaboration software) were key components in the development of an effective multisite divorce education evaluation tool.ImplicationsThe strategies used to develop the DEAC may serve as a model for collaborative projects that bridge practice and research.

Online Divorce Education: Learning from Participants Who Want More

Divorce education is designed for divorcing parents with minor children, and in a growing number of states, participation has become court-mandated to finalize a divorce. To increase accessibility, some states have adopted brief, online formats for divorce education programming. Evaluations are encouraging; however, less is known about how opinions on course length relate to participants’ views on the benefits of their participation. This study analyzed qualitative data from parents (n = 41) who thought their mandated divorce education course was too short. Results indicate that participants thought the course increased their knowledge of divorce-related matters. They also suggested improvements related to course content priorities. These findings may inform Extension specialists, family life practitioners, and program planners working to improve the delivery of online divorce education programs.

Evaluating Perceived Impact of Utah’s Online Divorce Education Program

ABSTRACT Using data collected from parents who participated in a brief, online divorce education program (n = 2,584), the goal of this study was to evaluate the program’s impact in terms of improving parents’ understanding of divorce-related issues and future coparenting plans. Additional analyses were conducted to determine if differences existed among parents based on their demographic characteristics. Overall, parents indicated an improved understanding of divorce-related issues and intentions to practice positive coparenting. Demographic comparisons showed that parents who were younger, parents from minority groups, parents who reported lower levels of income and educational attainment, parents with fewer and shorter marriages, and parents with fewer children were more likely to display an improved understanding of divorce-related issues. Younger and lower income parents, and parents who had been married fewer times and for shorter lengths of time were more likely to agree that the program had an impact on their future coparenting plans. Practical implications for brief divorce education programs are discussed.

Parent Well-Being in Divorce Education

Parent Well-Being in Divorce Education

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.

Development and Validation of a Short Form for the Multidimensional Co-Parenting Scale for Dissolved Relationships (MCS-DR12)

ABSTRACT Using two independent samples, this study validated a 12-item short form of the Multidimensional Co-Parenting Scale for Dissolved Relationships (MCS-DR12). Findings supported the identified three-item subscales: Support, Overt Conflict, Self-Controlled Covert Conflict, and Externally-Controlled Covert Conflict. In a sample of parents participating in divorce education, confirmatory factor analysis confirmed the factor structure and second order factor of co-parenting quality. In the second, more diverse sample, subscale factor structures were confirmed but the second order factor of co-parenting quality did not fit; further analysis revealed differences in criterion validity based on divorce status. Considerations about use with diverse populations are discussed.

Common Practices for Divorce Education

Co‐parenting plays a key role in children's outcomes when parents dissolve their intimate relationship. As a result, educators have developed divorce education programs to support healthy co‐parenting and parenting practices among parents going through the process of separation and divorce. Despite much progress, challenges remain concerning how to measure the impact of divorce education programs, limitations in research and evaluation study design, and development and delivery of programming tailored to unique contexts. In this article, we aim to provide scholars and practitioners an overview of common practices related to divorce education. Additionally, we examine promising areas for growth to encourage scholarship that can move beyond describing common practices toward recommending best practices that increase positive outcomes for families who experience divorce.

Improving Court-Mandated Divorce Education by Recognizing the Effects of Parents’ Childhood Trauma

Improving Court-Mandated Divorce Education by Recognizing the Effects of Parents’ Childhood Trauma

Agile Leadership and Divorce Education: Study on Womens Perception

Agile Leadership and Divorce Education: Study on Womens Perception

Theoretical and Empirical Foundations of Divorce Education: Connecting Program Theory and Curricular Content

Many parent and family education programs lack a clearly articulated program theory that is solidly founded in the social science literature and used to guide rigorous evaluation. This article describes the program theory for Parents Forever, a divorce education program developed by the Minnesota Extension to serve divorcing parents. The Parents Forever program theory is theoretically based and empirically-informed. The program theory is based on three significant frameworks, which serve as the theoretical foundation for the program: human ecosystems, life course development, and family resilience. These theories are explored and discussed. Three primary change mechanisms relevant for divorcing families serve as the empirical foundation of the program. Parent-child and coparent relationships are commonly addressed in divorce education programs; however, the inclusion of parental self-care as the third mechanism to promote family resilience is a unique contribution of Parents Forever. Relevant concepts derived from the empirical literature related to these three mediators are presented. Connections between the curricular content and program theory (i.e., theoretical framework and three change mechanisms) are made explicit, and program theory is used to demonstrate the unique contribution that Parents Forever makes to the field of divorce education.