Our programs are built on decades of rigorous academic research demonstrating their effectiveness in helping families navigate divorce and separation with less conflict, greater cooperation, and improved outcomes for children. Studies consistently show that parents who complete our court-approved educational interventions, such as Children in Between, and High Conflict Solutions, experience significant reductions in parental conflict, fewer court visits, improved co-parenting skills, and healthier emotional environments for their children.
Note: Children in the Middle was renamed Children in Between in 2010. After the Storm was updated, refilmed, and renamed High Conflict Solutions in 2016. Both programs continue to teach the same evidence-based skills and are grounded in the same foundational research.
Best Practices in Online Learning: How to Design Programs for Using New Skills
Authors: Gordon, D. A., & Eubanks, M. R. (2024)
Presented at: AFCC Annual Conference, Boston, MA
This presentation addresses how courts can evaluate the effectiveness of online co-parenting programs by understanding instructional design best practices.
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The shift to online learning during the pandemic resulted in many co-parenting programs being launched without evidence‑based instructional design. As a result, parents often retained little of what was taught, especially in programs lacking skill‑based instruction. This presentation highlights the critical role of instructional design in online learning and offers guidance for courts choosing among competing online co‑parenting courses. The authors emphasize that programs designed to teach practical, lasting skills must go beyond information delivery to actively engage learners in skill application and retention.
Evaluating the Impact of Children in Between: Co-Parent Acrimony and Parental Burnout
Author: Master’s Thesis in Forensic Clinical Psychology (2023, July)
Faculty of Psychology and Educational Sciences, University of Coimbra
A Portuguese thesis evaluating the Children in Between program found significant reductions in co-parenting acrimony and perceived parental burnout.
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This exploratory quantitative study evaluated the Children in Between (CIB) program's impact on acrimony and parental burnout among 53 divorced parents in Portugal. Participants attended eight weekly sessions either in person or online. Statistically significant reductions were found in overall acrimony, including subscales on child involvement in conflict and the effect of conflict on the child. Most parents reported reduced burnout. These effects were consistent regardless of sociodemographic variables, legal status, or program delivery format. The findings support the program’s effectiveness in improving post-divorce parental adjustment.
Longitudinal Program Evaluation of “Parenting Apart: Effective Co-Parenting”
Authors: LaGraff, M. R., Stolz, H. E., & Brandon, D. J. (2015)
Journal of Divorce & Remarriage, 56(2), 117–136.
A longitudinal evaluation of the Parenting Apart program for divorcing parents demonstrated significant post-intervention gains in co-parenting knowledge and triangulation-avoidance behaviors, maintained at two-month follow-up. Note: This program incorporated video clips from the original “Children in the Middle” (CIM) course to introduce key topics.
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This study used a retrospective post-then-pre design with 139 divorcing parents to assess knowledge gain and behavior change in avoiding triangulation (keeping children out of parental conflict). Two-month follow-up interviews confirmed sustained improvements, and knowledge gains about divorce impact and triangulation predicted these behavior changes across parenting stages. Video segments from Children in the Middle were used throughout (about one-quarter of the program) to illustrate common co-parenting pitfalls—such as putting children in the middle of conflict, parental put-downs, financial disagreements, quizzing the child about the ex-spouse, and long-distance parenting. The authors provide recommendations for enhancing the program and discuss implications for broader parent-education interventions.
Theoretical and Empirical Basis for Children in Between
Author: Gordon, D. A. (2010)
Unpublished manuscript
Children in Between is grounded in multiple well-established psychological theories and targets key protective and risk factors for children of divorce.
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This manuscript outlines the theoretical framework supporting the Children in Between program. Its design is informed by social cognitive theory, family systems theory, and Amato's divorce-stress-adjustment theory. The program emphasizes skill-building and was developed with a strong foundation in research on risk and protective factors affecting child adjustment after parental separation or divorce.
A Review of Children in the Middle: Divorce Education for Parents
Authors: Collins, C. L., & Fetsch, R. J. (2009)
Published in: The Journal of Extension, 47(5), Article 5TOT4
This independent review found Children in the Middle meets all evaluation criteria for evidence-based programs and is highly recommended for Extension agents.
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The Journal of Extension evaluated Children in the Middle and concluded that it fulfills the standards of a research- and evidence-based program. The reviewers encouraged Cooperative Extension professionals to advocate for its use in areas where divorcing parents are required to attend educational programming, citing its proven impact and structured design.
High Conflict Parent Education
Authors: Billings, J., Robbins, G., & Gordon, D. (2008)
Published in: Innovations in Interventions for High Conflict Cases (pp. 83–116). AFCC.
“After the Storm” was developed to reduce conflict and improve communication in high-conflict divorced families.
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Created at the request of the West Virginia Supreme Court, the After the Storm (AtS) program addresses destructive patterns and teaches constructive communication strategies. Though not independently evaluated, AtS has been included alongside Children in Between in blended delivery.
Can Four Hours Make a Difference? Evaluation of a Parent Education Program for Divorcing Parents
Author: Brandon, D. J. (2006)
Published in: Journal of Divorce & Remarriage, 45(1–2), 171–185
A four-hour mandated program reduced harmful behaviors and improved participant satisfaction, despite increased interparental conflict.
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Three to nine months post-program, parents reported decreases in conflict behaviors placing children in the middle, though overall conflict rose. Program satisfaction was high and resentment over the mandate decreased. Recommendations for program improvement are provided.
Children in the Middle: A Parent Education Programme for Separated Parents
Authors: Gillard, L., & Seymour, F. (2005)
Published by: Department of Psychology, The University of Auckland, New Zealand
A pilot in Auckland showed improved parent knowledge, reduced acrimony, and better child behavior over 3–4 months.
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Nine groups of 76 participants completed two two-hour sessions with psychologists and lawyers. Evaluation showed increases in parent knowledge and child well-being, reduced acrimony, and high satisfaction. Qualitative interviews supported these findings and informed future program enhancements.
Reducing Relitigation in High-Conflict Divorce Cases
Authors: Thoennes, N., & Pearson, J. (2001)
Published in: Family Court Review, 39(2), 123–134
Parents in a court-mandated, skills-based program returned to court less often and showed higher parenting-plan compliance.
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Analysis of relitigation rates revealed significant reductions for parents in the Children in the Middle program, along with improved cooperation and adherence to parenting plans, supporting preventive education in high-conflict cases.
Children in the Middle: Evaluation of a Video-Based Parent Education Program
Authors: Thoennes, N., & Pearson, J. (1999)
Published in: Family and Conciliation Courts Review, 37(4), 478–487
Video-based education reduced conflict and enhanced cooperation among divorcing parents.
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Surveys of participants post-program indicated reduced hostility and improved communication skills, with greater willingness to co-parent effectively, underscoring multimedia intervention benefits.
Children in Between: Effects of the CIB Program on Parental Conflict
Authors: McKenry, P. C., Clark, K. A., & Stone, G. (1999)
Published in: Journal of Divorce & Remarriage, 31(1–2), 1–15
The CIB program significantly reduced parental conflict and improved empathetic co-parenting behaviors.
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Post-program assessments showed declines in acrimony and enhanced supportive interactions, demonstrating CIB’s efficacy in divisive co-parenting contexts.
Effects of Skill-Based vs Information-Based Divorce Education Programs
Authors: Kramer, K. M., Arbuthnot, J., Gordon, D. A., Roussis, N., & Hoza, J. (1998)
Published in: Family and Conciliation Courts Review, 36(1), 9–31
Skill-based education outperformed information-based approaches in reducing child stress and improving parental communication.
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Compared to control groups, skill-focused participants reported greater mastery of conflict-mitigation techniques, linked to decreases in domestic violence and improved child well-being.
Effects of Divorce Education on Mediation Process and Outcome
Authors: Arbuthnot, J., Kramer, K. M. (1998)
Published in: Mediation Quarterly, 15(3), 199–214
Divorce education led to more child-focused mediation, increased shared parenting plans, and faster resolutions.
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Mediators reported that trained parents exhibited better communication and cooperation, resulting in more equitable parenting plans and reduced reliance on sole custody outcomes.
Patterns of Relitigation Following Divorce Education
Authors: Arbuthnot, J., Kramer, K. M., & Gordon, D. A. (1997)
Published in: Family and Conciliation Courts Review, 35(3), 269–279
Relitigation rates were less than half for parents who completed mandatory divorce education, compared to non-attendees.
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Higher levels of skill mastery correlated with fewer court returns, highlighting divorce education’s preventive value in post-divorce disputes.
Divorce Education for Parents and Children
Authors: Arbuthnot, J., Gordon, D. A. (1997)
Published in: Innovations in Clinical Practice, Vol. 15, pp. 341–364 (Out of print)
This chapter reviews foundational theories, program designs, and evidence supporting divorce education in clinical practice.
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The authors discuss program elements, evaluation outcomes, and strategies for implementation in community and private practice settings.
Does Mandatory Divorce Education Work?
Authors: Arbuthnot, J., Gordon, D. A. (1996)
Published in: Family and Conciliation Courts Review, 34(1), 60–81
Mandatory parent education led to improved co-parenting skills and reduced child conflict exposure, maintained at six months.
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Parents reported less anger and better situation handling compared to pre-program participants. Child outcomes included fewer absences and medical visits.
Use of Educational Materials to Modify Stressful Behaviors in Post-Divorce Parenting
Authors: Arbuthnot, J., Poole, C., & Gordon, D. A. (1996)
Published in: Journal of Divorce and Remarriage, 25(1/2)
A mailed guidebook reduced loyalty conflicts and improved non-residential parent involvement, with sustained benefits at one year.
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Intervention parents demonstrated increased positive communication about the other parent and improved child access patterns. Children’s problem behavior scores decreased significantly.
Divorce Education for Parents and Children: Programs for Mediators, Courts, and Schools
Authors: Arbuthnot, J., Gordon, D. A. (1995, July 14)
Presented at: Academy of Family Mediators, Cincinnati, OH
Early class attendance reduced relitigation rates to 12.5%, compared to 60% for late or non-attendees.
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Participants attending within three weeks of filing showed lower costs, fewer attorney contacts, and improved child-focused communication compared to later or non-attendees.
Court-Sponsored Education Programs for Divorcing Parents
Authors: Arbuthnot, J., Segal, D., Gordon, D. A., & Schneider, K. (1994)
Published in: Juvenile and Family Court Journal, 45, 77–84
Judges reported reduced relitigation and improved parent sensitivity after implementing the program.
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Interviews with 26 courts revealed widespread positive impressions, noting reduced conflict, increased human issues consideration, and better parent attitudes.
Children in the Middle: Reducing the Stress of Divorce Through Videotape Modeling
Authors: Kearnes, V., Gordon, D. A., & Arbuthnot, J. (1991, June)
Presented at: American Association of Applied and Preventive Psychology, Washington, D.C.
A video intervention significantly reduced stress in children, with 50% showing clinically significant improvement.
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Evaluation of video plus workbook showed reduced stress reports among children compared to control, highlighting the importance of skills practice.
*Included in SAMHSA's National Registry of Evidence-Based Programs and Practices
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