Family Court Review最新文献

Currently in the United States, many states provide abstinence only education to students, if sexual education is mandatory at all. This is largely because of the 2017 policy that redirected funding through grants from comprehensive sexual education to abstinence only education. This Note proposes that the current administration redirect the money back to comprehensive sexual education policies that were productive during the early 2010s. The federal government should also provide a level-based curriculum to states to ease the implementation of comprehensive sexual education in schools.

Family court systems sort, explore, and resolve many youth, couple, family, and community concerns and issues. Recognizing the vast diversity of all people, and thus the vast diversity of the concept of family, this article defines and discusses many of the ideas central to diversity, identity, and family. This resource can assist family court professionals in interpreting and applying LGBTQ+ family court research, helping to create a more robust awareness and ability to empower those who utilize family court and family support systems.

Parent education in family courts can significantly impact children's well-being after divorce if programs are (1) widely accessible, (2) acceptable to parents, (3) feasible to implement by courts, and (4) have evidence of effectiveness in improving key outcomes for children. In light of recently raised concerns about whether court-ordered/court-mandated parent education is justified, to it is critical to identify effective parent education programs. Online parent education programs have the potential to be widely accessible, acceptable to parents and courts, and effectively promote children's well-being. However, few effective online parent education programs are being widely adopted by family courts. There is some controversy about whether online parent education meets the needs of family courts in being cost-effective programs that offer ways to hold parents accountable for their participation. We articulate the wide array of goals for parent education programs and present a framework to identify and select programs that meet specific goals. We discuss access, cost, evidence of effectiveness, acceptability, credibility, and compliance tracking. We highlight two online parent education programs to illustrate differences in contexts and goals and to show that online programs have great potential to be effective in accomplishing goals valued by the courts.

Lesbian, gay, bisexual, transgender, and queer (LGBTQ+) people have historically been subjected to maltreatment across multiple environments and systems – including their homes, schools, neighborhoods, workplaces, healthcare facilities, and more. The criminal justice and child welfare systems were built on the foundations of cisnormativity and heteronormativity, making LGBTQ+ youth susceptible to systemic oppression and discrimination when compared to their youth counterparts. As such, this paper examines the unique experiences of LGBTQ+ youth in the juvenile and child welfare systems by discussing the systemic inequities and unique challenges that exist for this population – beginning with the risk factors that make them susceptible to exposure to both systems in general. Furthermore, we provide practical recommendations for legal and clinical professionals to better serve their LGBTQ+ youth clients – ranging from changes in policies and legislation, increased staff training, and strategies to create safe and inclusive environments for all youth.

Discrimination against Indigenous peoples is ongoing and perpetuated by systemic structures such as Eurocentric educational systems that often require learners to suppress their Indigeneity and conform to the dominant culture. Previous attempts at incorporating Indigenous cultures and values into education have often perpetuated harmful and negative stereotypes to the detriment of Indigenous learners. Parenting education courses for separating or divorcing parents are designed to support emotional wellbeing and promote positive co-parenting relationships. While it is widely known that Indigenous worldviews vary from Western worldviews, there is little research on parenting education courses for Indigenous families and few culturally responsive programs designed for non-dominant cultures or offered in other languages. Walking in two worlds is a reality for Indigenous peoples; needing to conform to the dominant systems in society while also honoring their teachings and ways of being. This article describes how a parenting education course for Indigenous families was created by employing the principle of collaboration with full involvement of all participants resulting in a course that bridges the gap between two different worldviews.

For children in the United States, family instability following parental relationship dissolution is common and efforts to promote effective post-divorce co-parenting arrangements have grown substantially in recent decades. To help families navigate transitions through the divorce process, most states require divorcing parents to complete divorce education programming. In the present study we used pre-post data from three divorce education programs (n = 1026 parents) to explore programmatic effects on self-reported adjustment, intentions to co-parent, and likelihood to relitigate, and attempt to determine mechanisms that may account for or explain those programmatic effects. Overall, we found support that these programs are able to impact perceived adjustment and co-parenting intentions. Specifically, we documented small, but significant, increases in perceived adjustment and that post-program adjustment was associated with greater intentions to engage in supportive co-parenting with former spouses. Further, co-parenting intentions were shaped by how useful parents found the programs with greater perceived utility being associated with more positive co-parenting intentions. The relitigation outcomes, however, were not associated with post-program adjustment or perceived program utility. Instead, they were primarily associated with pre-program experiences such as the quality of co-parenting prior to the program and whether an order of protection was present between co-parents.

This article provides an overview of barriers faced by LGBTQ+ people with respect to Assisted Reproductive Treatment (ART). It proceeds in four parts and addresses four different identities who may be impacted differently. The article first addresses access to ART by gay and single men. It then focuses on the question of who is recognized as a parent legally and how that impacts ART. The article next addresses reciprocal intravenous fertilization (IVF) issues for lesbian couples. Finally, it focuses on access to ART for transmen and women. ART impacts the LGBTQ+ community in unique ways depending on many factors, and this article provides an overview of those factors and the importance of addressing all of them.

The majority of research on the impact of divorce on parents, children, and families focuses on what occurs after the divorce has been finalized. However, data derived from divorce education programs present opportunities for research on the experience of parents during the divorce process. Guided by the divorce-stress-adjustment model, this study sought to understand how the divorce process impacts parental well-being by examining some of the most pressing child-related concerns divorcing parents have while going through a divorce. Specifically, we looked at how the approach parents took to resolve child-related issues (i.e., internally, through outside intervention, or unresolved) was related to the perceived fairness of child custody arrangements, parental concerns regarding how divorce impacts children, financial concerns, and their overall well-being. Perceived fairness of the child custody arrangement, concerns regarding how divorce impacts children, and financial concerns were associated with parental well-being, and also served as an indirect path through which approaches to resolve child-related issues impacted parental well-being. Understanding what parents think and feel during the divorce process, and how those thoughts and feelings are related to the actual steps to getting a divorce, could help inform divorce education typically administered as part of divorce proceedings.