Common Practices for Divorce Education

Co-parenting plays a key role in children\u27s 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

Social and ecological structures supporting adolescent connectedness to school: A theoretical model.

BACKGROUND:Adolescence is a time of great change. For most young people, this is a healthy and happy experience; however, for some it is characterized by many health, social, and academic challenges. A student\u27s feeling of connectedness to school helps meet these challenges. Little is known, however, about the school characteristics that promote this connection and, more importantly, how this connection occurs. This article reviews the connectedness literature and integrates health promotion, adolescent development, and ecological frameworks to describe how a school context fosters this connection. METHOD: A systematic search and review process was used to retrieve scholarly articles pertaining to the research topic. RESULTS: Each retrieved article was summarized, and a subsequent model was developed to define a school ecology and describe how this ecology influences a student\u27s need to feel connected to school and the positive influence this connection has on adolescent health and well-being. CONCLUSIONS: Integrating developmental, ecological, and health promotion intervention theories and frameworks assists in the identification of interpersonal and organizational aspects of a school environment, which satisfy an individual\u27s needs to feel autonomous, competent, and connected, and to improve health and well-being outcomes for adolescents