"The System Had Choked Me Too": Abused Mothers' Perceptions of the Custody Determination Process That Resulted in Negative Custody Outcomes.

Intimate partner violence (IPV) is a public health problem that continues to affect abused mothers after separation from an abusive partner. In addition to the risk of ongoing control and violence by abusers, the custody determination process may present challenges for mothers who end up with negative custody outcomes (e.g., share custody with abusers or lose custody). Using constructivist grounded theory techniques, we conducted a qualitative analysis of interviews with 24 abused mothers with negative custody outcomes to understand how they perceive and make sense of the process as a whole, and how they cope with these outcomes. The custody determination process was reportedly complex and stressful, and most mothers did not anticipate a negative custody outcome. Mothers' perceptions and experiences followed three phases: "trusting "the system" to protect them and their children, adapting to "the system" in search of positive outcomes, and, once custody decisions were determined, coping with the aftermath of the judicial system process, either by accepting or resisting the outcome. This study echoes previous calls for further training and policies that make the custody determination process less burdensome and harmful for survivors and their children.

Coparenting relationship trajectories: Marital violence linked to change and variability after separation.

Associations between marital intimate partner violence (IPV) and postseparation coparenting relationship trajectories were examined among 135 mothers who participated in 5 interviews at 3-month intervals in the year following their divorce filing. Growth curve analysis was conducted to assess change and variability in coparenting dimensions (i.e., conflict, support, communication about child rearing, and harassment) in the overall sample and by type of IPV. In the overall sample, coparenting conflict, communication about child rearing, and harassment decreased across the year following separation. However, coparenting relationships differed considerably based on marital IPV experiences. At Time 1, mothers in relationships with coercive controlling violence (CCV) reported higher levels of harassment and conflict, and lower levels of support and communication about coparenting, than mothers with situational couple violence (SCV) or no violence (NV). Furthermore, coparenting relationship trajectories differed significantly by IPV group, with mothers who experienced CCV showing more variability in conflict and harassment, and more marked changes in conflict, support, and harassment. Despite many similarities, mothers with SCV showed higher initial levels of harassment compared to mothers with NV. Findings can support family court and social service professionals' efforts to individualize interventions with divorcing parents based on IPV experiences. In cases of CCV, for example, attention to heightened control dynamics in the immediate separation period remain critical but the persistent volatility across the first year suggests the potential for chronic stress. With SCV, practitioners may be able to capitalize on parents' reasonable levels of communication and steady coparenting support. (PsycINFO Database Record

Evaluation and lessons learned from an undergraduate service learning course providing youth-focused relationship education.

Adolescent romantic relationships are known to have a significant impact on individual well-being and development. However, few teens experience formal education about the knowledge and skills necessary for building healthy romantic relationships. In response, a statewide relationship education initiative was developed at a large university in a Southeastern state. Undergraduates who enrolled in a service learning course in Human Development and Family Studies partnered with this initiative and implemented a relationship education program targeting high school students. A service learning model is used in this initiative because it offers opportunities for students' professional development and experiential learning. The present article provides a formative and illustrative summative evaluation of the service learning program. Specifically, the primary aims of this paper are to 1) provide an overview of the service learning course components; 2) describe preparation of the service learning students and their implementation of the relationship education program; 3) discuss challenges and lessons learned; and 4) offer initial evidence of effectiveness by showing change in targeted outcomes for the high school student recipients of the relationship education program.