Parents Forever: Evaluation of an Online Divorce Education Program

Becher, Emily; Cronin, Sarah; McCann, Ellie; Olson, Kjersti; Powell, Sharon; Marczak, Mary

doi:10.1080/10502556.2015.1025900

Cited by 28 publications

(16 citation statements)

References 32 publications

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“…An unanswered question in the literature is whether shorter, more broadly implemented programs have more or less impact than longer programs that are differentially mandated. Moreover, although some professionals advocate for longer programs that offer more depth and breadth (Becher et al, 2015), resulting in longer duration (e.g., 4 hours or more), others suggest brevity may still be effective (e.g., Brotherson et al, 2010).…”

Section: Common Practices In Divorce Educationmentioning

confidence: 99%

Common Practices for Divorce Education

Schramm

Becher

2020

Family Relations

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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.

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Section: Common Practices In Divorce Educationmentioning

confidence: 99%

Common Practices for Divorce Education

Schramm

Becher

2020

Family Relations

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“…Some research has found minimal evidence of effectiveness among these programs with regard to enhancing the coparenting relationship (Goodman et al, ), but others have found them moderately effective ( Fackrell, Hawkins, & Kay, ). In our previous evaluations of an 8‐hour divorce education program, Parents Forever, we have found mixed evidence for the programs' impact on the coparenting relationship (Becher et al, , ). Because of the importance of the coparenting alliance for families experiencing divorce and the mixed results of current education efforts, more research is needed to better decipher which variables and interactions influence the coparenting alliance and, in turn, inform prevention programs for divorcing families.…”

mentioning

confidence: 94%

Positive Parenting and Parental Conflict: Contributions to Resilient Coparenting During Divorce

et al. 2019

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Objective To examine the influence of positive parenting and parental conflict on the coparenting alliance. Background Research indicates that child and family outcomes after divorce are affected by the quality of the coparenting relationship between parents, with many divorce education programs focusing on coparenting as a core programmatic component. Less is known about how positive parenting and parental conflict affect the coparenting alliance. Method This study collected online survey data from a convenience sample of divorcing parents (N = 430). Participants completed measures of parenting, parental conflict, and coparenting alliance. Regression and simple slope analyses were performed with parental conflict and positive parenting as predictors of coparenting alliance. Results Positive parenting and parenting conflict both predicted the coparenting alliance. Low levels of conflict predicted high levels of coparenting when positive parenting was high and moderate; however, conflict did not predict alliance when positive parenting was low. Conclusion Parents who engaged in moderate to high positive parenting had the anticipated negative relationship between conflict and coparenting alliance, but this did not hold true for parents who engaged in below average positive parenting, suggesting that both parenting and conflict play a role in a resilient coparenting alliance. Implications Divorcing parents' parenting skills may be important to consider when deciding on prevention and intervention efforts aimed at supporting their coparenting alliance. Therefore, divorce education programs may benefit from incorporating content related to positive parenting and parents with weaker parenting practices may need different types of intervention.

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“…However, the effects of behavior change techniques may be more relevant to target ACE outcomes than engagement outcomes, given that they are specifically designed to promote change in target parenting behavior. Inspection of the studies included in this analysis (n=3) found that all programs with behavior change techniques were more likely to improve target ACE outcomes compared with programs without behavior change techniques [47,122,147].…”

Section: Delivery Strategiesmentioning

confidence: 99%

Engaging Parents in Technology-Assisted Interventions for Childhood Adversity: Systematic Review

Aldridge,

Tomaselli,

Nowell

et al. 2024

J Med Internet Res

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Background Youth mental health problems are a major public health concern and are strongly associated with adverse childhood experiences (ACEs). Technology-assisted parenting programs can intervene with ACEs that are within a parent’s capacity to modify. However, engagement with such programs is suboptimal. Objective This review aims to describe and appraise the efficacy of strategies used to engage parents in technology-assisted parenting programs targeting ACEs on the behavioral and subjective outcomes of engagement. Methods Using PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) reporting guidelines, we conducted a systematic review of peer-reviewed papers that described the use of at least 1 engagement strategy in a technology-assisted parenting program targeting ACEs that are within a parent’s capacity to modify. A total of 8 interdisciplinary bibliographic databases (CENTRAL, CINAHL, Embase, OVID MEDLINE, OVID PsycINFO, Scopus, ACM, and IEEE Xplore) and gray literature were searched. The use of engagement strategies and measures was narratively synthesized. Associations between specific engagement strategies and engagement outcomes were quantitatively synthesized using the Stouffer method of combining P values. Results We identified 13,973 articles for screening. Of these, 156 (1.12%) articles were eligible for inclusion, and 29 (18.2%) of the 156 were associated with another article; thus, 127 studies were analyzed. Preliminary evidence for a reliable association between 5 engagement strategies (involving parents in a program’s design, delivering a program on the web compared to face-to-face, use of personalization or tailoring features, user control features, and provision of practical support) and greater engagement was found. Three engagement strategies (professional support features, use of videos, and behavior change techniques) were not found to have a reliable association with engagement outcomes. Conclusions This review provides a comprehensive assessment and description of the use of engagement strategies and engagement measures in technology-assisted parenting programs targeting parenting-related ACEs and extends the current evidence with preliminary quantitative findings. Heterogeneous definition and measurement of engagement and insufficient engagement outcome data were caveats to this synthesis. Future research could use integrated definitions and measures of engagement to support robust systematic evaluations of engagement in this context. Trial Registration PROSPERO CRD42020209819; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=209819

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Parents Forever: Evaluation of an Online Divorce Education Program

Cited by 28 publications

References 32 publications

Common Practices for Divorce Education

Common Practices for Divorce Education

Positive Parenting and Parental Conflict: Contributions to Resilient Coparenting During Divorce

Engaging Parents in Technology-Assisted Interventions for Childhood Adversity: Systematic Review

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