This formative evaluation focuses on feedback regarding a self-guided educational intervention for those at the crossroads of divorce. Entitled Should I Keep Trying to Work It Out? A Guidebook for Individuals and Couples at the Crossroads of Divorce (And Before), this Guidebook aims to help individuals minimize possible ambiguity in the decision-making process surrounding divorce. Fifty-three participants were recruited through divorce orientation education classes to provide formative feedback via brief phone surveys. Eighteen of these provided in-depth interviews for additional feedback. Though the participants in this study were largely past the crossroads of divorce, most agreed or strongly agreed that the Guidebook was helpful (61%), trustworthy (88%), helped them change some of their attitudes about divorce (67%), and helped them be more prepared for the divorce (81%). Additionally, 64% reported feeling more confident about their decision to divorce, including three noteworthy cases that cited domestic violence as their reason for divorce. Overall, this Guidebook appears to be useful to those who are contemplating divorce. Options for improving the Guidebook and introducing it earlier in the decision-making process are discussed.

The aim of final thesis is to describe raising a child after divorce and the role of men and women in children's life. The theoretical part defines terms - family, divorce and the education. The author is trying to find if there is still man as a main educator of children even after divorce. In empirical part the author analyses the interviews based on principles of grounded theory. The aim of empirical part is to clear up, how adults feel by taking care of their parents and if they miss the paternal and maternal role in their life. The practical part was described and based on interviews with people from 20 to 30 which parents got divorced in they 8 to 13 years of age. The author defines the cathegories and codes based on interviews and in general describes the model of raising children by mothers. The main issue is that the young people missed the maternal and paternal role in their lives and as a result of this is that the young people have problem in coping with authorities. The interviewee state that they have more critical view on their own relationships and that the communication is the basic stone of every relationship. Another important discovery is that the young people are not sure if they would like to have their own families and children. Most of the young people are afraid of their...

This exploratory study was written with the intent to inform educators of the impact that divorce may have on children, of possible factors contributing to the resiliency in children of divorce, and of possible intervention efforts on the part of educators. An extensive literature review presented various perspectives from researchers, authors, and theorists. Developmental theorists such as Erickson were paralleled with empirical evidence collected by researchers such as Wallerstein. Studies including a meta-analysis by Amato (2001) were presented in discussions of the possible outcomes for children of divorce. Long-term outcomes were considered from the perspective of a sociologist and a journalist. Positive parenting skills were offered by experts such as Brooks (2005). A qualitative study of the reflective experiences of adult children of divorced parents was also initiated to determine the accuracy of the literature review and to encourage further research in this area. This thesis involved a self-administered survey of eleven adult children of divorce, while analysis of the survey data utilized a modified form of Grounded Theory. <p>Findings from the survey and the literature review demonstrated the need for relevant educational programs and professional development of educators. It also revealed that programming for parents should include significant elements of motivational and transfer-of-learning techniques, and that programs promoting positive reflective thought are needed for adults emerging from childhood divorce experiences. <p>The descriptions of emotions and behaviours disclosed by the participants of the survey were compelling and direct, offering convincing insight into the impact of parental divorce. Participants indicated that parents, and other significant individuals, did not understand what they were feeling. Most participants could recall individuals or groups that did intervene positively in their lives; one mention was made of teacher concern about possible depression. The participants offered insight into positive and negative parental behaviours, and their reflective discussions suggested that one significant outcome of parental divorce was the impact it had on the parent/child relationship, as well as the suggestion that a difficult transition into adult relationships was often a result of this experience. Although significant research has been accomplished on the short-term impact on child development, investigation into the long-term outcomes of parental divorce has received minimal attention, possibly making it difficult for educators to have concrete data to draw upon. <p>The research strongly suggested that there may be a population of individuals that could benefit from educational programs that focus upon their experience as children of divorce. It is my conclusion that an appropriate educational context of constructive reflection and support can contribute positively to the well-being and quality of life for children of divorce.

This exploratory study was written with the intent to inform educators of the impact that divorce may have on children, of possible factors contributing to the resiliency in children of divorce, and of possible intervention efforts on the part of educators. An extensive literature review presented various perspectives from researchers, authors, and theorists. Developmental theorists such as Erickson were paralleled with empirical evidence collected by researchers such as Wallerstein. Studies including a meta-analysis by Amato (2001) were presented in discussions of the possible outcomes for children of divorce. Long-term outcomes were considered from the perspective of a sociologist and a journalist. Positive parenting skills were offered by experts such as Brooks (2005). A qualitative study of the reflective experiences of adult children of divorced parents was also initiated to determine the accuracy of the literature review and to encourage further research in this area. This thesis involved a self-administered survey of eleven adult children of divorce, while analysis of the survey data utilized a modified form of Grounded Theory. <p>Findings from the survey and the literature review demonstrated the need for relevant educational programs and professional development of educators. It also revealed that programming for parents should include significant elements of motivational and transfer-of-learning techniques, and that programs promoting positive reflective thought are needed for adults emerging from childhood divorce experiences. <p>The descriptions of emotions and behaviours disclosed by the participants of the survey were compelling and direct, offering convincing insight into the impact of parental divorce. Participants indicated that parents, and other significant individuals, did not understand what they were feeling. Most participants could recall individuals or groups that did intervene positively in their lives; one mention was made of teacher concern about possible depression. The participants offered insight into positive and negative parental behaviours, and their reflective discussions suggested that one significant outcome of parental divorce was the impact it had on the parent/child relationship, as well as the suggestion that a difficult transition into adult relationships was often a result of this experience. Although significant research has been accomplished on the short-term impact on child development, investigation into the long-term outcomes of parental divorce has received minimal attention, possibly making it difficult for educators to have concrete data to draw upon. <p>The research strongly suggested that there may be a population of individuals that could benefit from educational programs that focus upon their experience as children of divorce. It is my conclusion that an appropriate educational context of constructive reflection and support can contribute positively to the well-being and quality of life for children of divorce.