A REVIEW OF ONLINE DIVORCE EDUCATION PROGRAMS
Author | Elissa Thomann Mitchell,Robert Hughes, Jr.,Jennifer L. Hardesty,Jill R. Bowers |
Date | 01 October 2011 |
Published date | 01 October 2011 |
DOI | http://doi.org/10.1111/j.1744-1617.2011.01413.x |
A REVIEW OF ONLINE DIVORCE EDUCATION PROGRAMS
Jill R. Bowers, Elissa Thomann Mitchell, Jennifer L. Hardesty, and Robert Hughes, Jr.
Divorce education programs first surfaced overfour decades ago. Today,many states mandate parents to participate in a divorce
education program before their dissolution can be finalized. Changes in the technological landscape have allowedinnovative
practitioners to create online divorce education programs, yet these programs have not been formally evaluated for quality.
Adapting a research design for evaluating face-to-face programs, we created an online divorce education review form and
reviewed online divorceeducation programs that parents use to meet cour t-mandated requirements. Results revealthat online
programs have significant potential to help divorcing parents, yet there are areas of online program content and instructional
strategies that can be improved. Program content that includes legal and court focused topics or modules, or that offer advice
for families facing special circumstances such as domestic violence, could be enhanced. Additionally,most of the instructional
strategies were passive. With this research, recommendations were made for improving program content and instructional
strategies for online divorce education programs.fcre_1413776..787
Keywords: divorce;divorce education;evaluation;onlineprogram;technology
Divorce education programs in the U.S. first began in the mid 1970s and became more popular in
the 1980s and 1990s (Braver, Salem, Pearson, & DeLuse, 1996). In general, these programs are
designed to educate divorcing parents on how to focus on the best interests of their children by
developing cooperative coparenting relationships. Interest in these programs has rapidly increased as
researchers have documented the negativeeffects on children of ongoing exposure to parental conflict
after divorce (Adamson & Pasley, 2006). Indeed, many states now mandate parents to participate in
divorce education before their divorce can be finalized.A variety of mandated programs exist, and
several researchers have assessed their quality (e.g., Blaisure & Geasler, 1996). To date, these
evaluations have been limited to face-to-face programs.As online divorce education programs grow
in popularity,research is needed to assess their quality. In this paper, we report our review of six online
programs that parents can complete to meet court-mandated requirements for divorce education.
EVALUATION OF DIVORCE EDUCATION PROGRAMS
Blaisure and Geasler (1996) conducted one of the most comprehensive studies on face-to-face
programs. Using Hughes’ (1994) Family Life Program Review Form, they reviewed program mate-
rials and conducted phone interviews with program administrators. They evaluated the structural
components (e.g., attendance policies, fees), topics covered, teaching strategies, source of materials,
theoretical foundations, and evaluation methods of 37 programs that represented 310 of the 541
counties with divorce education (Blaisure & Geasler, 1996; Geasler & Blaisure, 1998). Programs
often lacked documentation of theoretical and empirical foundations (Geasler & Blaisure, 1998).
Moreover, programs often used passive teaching strategies (i.e., lecture, video) even though active
involvement or skill building techniques have yielded more positive results in divorce education
research (Geasler & Blaisure, 1998). Finally, the topics covered emphasized children’s needs and
parental responses while court-focused content was limited. Blaisure and Geasler (1996) emphasized
the need to further examine the link between theory, empirical research, and practice in divorce
Correspondence: bowers5@illinois.edu or jill.bowers7@gmail.com
FAMILY COURT REVIEW,Vol. 49 No. 4, October 2011 776–787
© 2011 Association of Familyand Conciliation Cour ts
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