Children’s knowledge of custody-related terminology and perceptions of a parental separation scenario

Abstract

Abstract The present study examined children’s knowledge of legal terminology and perceptions of a separation scenario common in child custody evaluations. Participants included 114 elementary school students comprising three age groups ranging from seven to twelve years. Age differences emerged in children’s knowledge of eighteen legal terms, the nature of their errors, and amount of information provided in response to a separation scenario. Factors such as verbal skills and legal-related television programs/movies watching correlated with children’s understanding of custody-related terminology. Children were also able to provide reasons for a hypothetical child’s custody preference. Implications for future research and applications to court preparation and training of legal professionals are discussed.