Working with separating parents to support children’s wellbeing: What can we learn from evidence-based programs?

What is this resource about?

One of the most effective ways to safeguard children’s wellbeing post-separation is to support their parents in the process. This is because negative outcomes for children in separated families are in large part associated with harm factors such as negative inter-parental relationships, family violence and other safety concerns (Kaspiew et al., 2015; Qu, Weston, Moloney, Kaspiew, & Dunstan, 2014). Australian research has identified child wellbeing as noticeably less favourable where there has been family violence, especially where children have been exposed to the violence (Kaspiew et al., 2015). This research also illustrates that children who have been exposed to family violence since their parents’ separation are reported by their parents to be faring less well overall than those who have either been exposed to family violence before/during separation only, or not at all (Kaspiew et al., 2015). The Australian Longitudinal Study of Separated Families shows that where children’s families are affected by violence/abuse, and/or where other safety concerns exist, and/or when inter-parental relationships are negative, poorer developmental outcomes have been identified, particularly when these conditions are sustained over time (Qu et al., 2014).

While it is not the focus of this paper, it is also important to acknowledge the need for children to have a voice in the process of family separation. A recent Australian study on children and young people in separated families indicated the need to support safe and effective opportunities for parents to listen to their children’s views and experiences of the separation (Carson, Dunstan, Dunstan, & Roopani, 2018).

This resource provides information on working with separating parents to support their children’s wellbeing. Specifically, it explores the ‘common elements’ of evidence-based programs for separating parents – the practices, strategies and routines that they share – so that practitioners can draw from these programs in their individual work with separating parents.

After the introduction, this resource contains 13 sections. Each of these sections begins by outlining a particular common element of evidence-based programs for separating parents, and concludes by offering ideas about how this element can guide practice with separating parents.

Who is this resource for?

While family relationship services provide specialist support for separating families, many Australian families going through separation do not engage with these services (Kaspiew et al., 2015). The Experiences of Separated Parents Study (ESPS) found that almost 70% of separating parents in Australia established parenting arrangements without any professional assistance, agreeing on co-parenting through discussion with the other parent (Kaspiew et al., 2015). While some parents manage separation and co-parenting without any professional assistance, others receive support from practitioners who work outside of the family relationships sector, such as teachers, general practitioners, domestic violence support workers and allied workers (e.g. social workers and psychologists) (Kaspiew et al., 2015; Mahony, Walsh, Lunn, & Petriwskyj, 2015). It is common for these practitioners to have limited formal training in working with separating families (Levkovich & Eyal, 2020; Mahony et al., 2015).

This resource is for practitioners from diverse health and welfare sectors who sometimes or often work with separating parents, yet have limited training or organisational support to do such work. These practitioners are likely already skilled in having difficult conversations on sensitive subjects, such as social welfare issues, but may not have specific expertise in supporting parents during separation.

As many of the practice ideas in this resource point towards in-depth conversations with parents, they are most relevant to practitioners who have close working relationships with parents. Such practitioners will likely already be talking to parents about separation, yet may need additional guidance on asking difficult questions in open ways or responding to parents’ concerns about separation. Parenting can be a challenging subject to broach. Unless a practitioner is trained in teaching parenting techniques, it is best to be cautious about giving advice.

The practice ideas in this resource aim to offer general tips for communicating with and supporting separating parents. This resource is not intended to replace training or detailed information on working with separating families, which is especially necessary for families with multiple and complex needs or when separations involve family violence or child abuse and neglect. In addition, the application of any practice ideas should always be relevant, useful and safe, with careful consideration given to the specific client and practice context. As is always the case when practice ideas are offered, it is important that practitioners act within their scope of practice (including their level of experience, training and capacity). When a more involved or specialised approach is needed, then referrals to appropriately qualified professionals or services should be offered.

Family and domestic violence continues to affect children after separation and concern about children’s experiences of violence has been identified by many separating parents as a key consideration (McIntosh, Wells, & Lee, 2016; Wells Lee, Li, Tan, & McIntosh, 2018). While this paper will not consider in-depth approaches to dealing with family violence, the importance of practitioners’ ability to assess the safety needs of children is well established. Resources to support practitioners in asking parents child-focused questions where violence is identified are included in the resources section of this paper.

Where safety issues or dangers arise that are beyond a practitioner’s professional training (e.g. concerns about suspected or confirmed family violence or child abuse and neglect), practitioners should refer parents to appropriately qualified professionals or services (e.g. specialised family violence services; the appropriate child protective service in their state/territory). Practitioners need to tread a careful line when talking with parents about the specific circumstances of their separation where there may be safety concerns. It is important to respect the parents’ knowledge and understanding of their children’s welfare, but it is also important to stay alert to more significant concerns for the safety of the child. It is critical that practitioners are aware of their mandatory and organisational reporting responsibilities when a child is at significant risk of harm. Consulting up-to-date information is the best course of action if you are unsure: see Mandatory reporting of child abuse and neglect; Reporting child abuse and neglect: Information for service providers, or seek advice from a domestic violence hotline such as 1800Respect (National Sexual Assault, Family & Domestic Violence Counselling Line).

Background on the common elements approach

The research literature on evidence-based programs for separating families can provide practitioners with information about ‘what works’ to support parents through separation. In Australia, ensuring that both national- and state-level programs in family and community services are evidence-based or evidence-informed is an increasing necessity for securing government funding (Graeme & Hartman, 2019).

However, implementing evidence-based programs can be challenging for many reasons, including the:

• time required for training
• high costs of program materials
• resource requirements of delivering programs; and
• lack of fit between program characteristics and local circumstances.

(Chorpita, Daleiden, & Weisz, 2005).

In the child and family space in Australia, the importance of developing programs in collaboration with the community to suit local needs has been found to be one of the major barriers to using standard, evidence-based programs (Haynes et al., 2020). When delivering large programs to specific communities, providers sometimes find it necessary to change aspects of the program in order to meet community needs, which has implications for program fidelity. Training, cost and workforce capacity to deliver large programs are also common barriers to their use (Haynes et al., 2020).

The common elements approach applied in this resource gets around some of these challenges by identifying the practices, strategies and routines that are shared by numerous programs in a particular area of practice, and which may be used by practitioners in various circumstances. The approach does not present ‘what works’ in terms of a particular program, but rather in terms of the components that have been found to work across several evaluated programs, allowing for local customisation to remain evidence-informed. It can be likened to ‘opening the black box’ of evidence-based programs, allowing you to ‘see inside’ multiple programs to gain a sense of their most important features.

In 2020, the first two authors of this resource conducted a comprehensive review to identify the common elements of evidence-based parenting programs for separating parents (Price-Robertson & Paterson, 2020). This review identified 15 common elements:

• four related to program content (i.e. emotional management in separation, parenting in separation, co-parenting in separation, and the impact of separation on children); and
• 11 involving program techniques (i.e. personalising content, psychoeducation, group participation, skills practice, problem solving, assigning and reviewing homework, normalising difficulties, encouraging, video content, attending to group process, and providing materials).

This resource uses the findings of this comprehensive review (Price-Robertson & Paterson, 2020) and makes them relevant to the contexts of health and welfare practitioners. For the purposes of this resource, the 15 common elements identified in the comprehensive review were shortened to 13 (e.g. by combining the elements ‘group participation’ and ‘attending to group process’ under the heading ‘group work’ and omitting the element ‘providing materials’). (See Appendix 1 for a full list of the evidence-based programs included in the review and Appendix 2 for a list of the common elements that were included in each program).

Definitions

For the purpose of this resource:

• Children refers to children and young people aged from birth to 12 years.
• Separation refers to parental separation or divorce. It applies to parents who are/were married or in de facto relationships.
• Separating refers both to parents who are currently undergoing separation as well as those who have already separated but are still managing the consequences of separation.
• Wellbeing refers to social and emotional wellbeing, which includes mental health as well as social, behavioural and emotional development.
• Practitioners are professionals working in health and welfare services, including frontline service providers and managers.
• Evidence-based programs are programs that have been rigorously evaluated, typically using randomised controlled trials (RCT) or quasi-experimental designs, and that have a positive effect on one or more relevant outcomes.
• Common elements refers to specific practices, strategies and routines that are shared by numerous interventions in a particular area of practice.

The following sections of this resource outline the 13 common elements of evidence-based programs for separating families. Each section describes a common element, identifies how practitioners apply it when facilitating programs for separating parents, and offers a series of ‘practice ideas’ for individual practitioners to consider. As noted in the introduction, the ‘practice ideas’ sections offer general tips for communicating with and supporting separating parents. This information is based on a combination of research evidence and practice expertise. It is important to note that not all of the suggestions and ideas will be appropriate to every practitioner or practice context; they are designed to provide suggestions, provoke thought and start conversations where practitioners consider them appropriate to their particular level of expertise and practice contexts.

Almost all programs for separating parents include information about the potential impacts of separation on children. Research shows that children who go through a family separation are at an increased risk of a range of poor social and emotional outcomes (Stallman & Sanders, 2007). Compared to their peers from intact families, they are more likely to struggle with emotional, behavioural and academic problems, as well as problems with peers (Boring, 2011; Di Manno, Macdonald, Youssef, Little, Olsson, 2018; Dillman Taylor, Purswell, Lindo, Jayne, & Fernando, 2011). Importantly, not all children who experience family separation will experience poor outcomes. However, children exposed to family violence before, during or since separation experience greater difficulties with behaviour, relationships and learning than those who are not exposed to family violence (Kaspiew et al., 2015). Thus, protecting children from conflict – and reassuring them that they are not at fault for conflict or the separation – can help protect their wellbeing, and can support positive parent–child relationships (Boring, 2011).

Most programs for separating parents spend considerable time educating parents about the potential impact of separation on children’s development and wellbeing, as well as strategies for minimising these impacts. Key messages are often related to remaining focused on the best interests of the child and keeping children out of parental conflict. In some programs, practitioners tailor this information to specific populations or age groups of children, building parental understanding of the potential impacts of separation on children using age-based developmental psychology. Many programs also provide parents with education on the positive impact of their involvement on child wellbeing, emphasising the value of engagement and support for the child (Braver, Griffin, & Cookston, 2005).

In some form, all programs for separating parents focus on the topic of parenting throughout separation, stressing the protective value of consistent and responsive parenting. Parenting behaviours have a direct influence on children’s wellbeing and development (Kaspiew et al., 2015; Kaspiew et al., 2017; Qu et al., 2014; Rioseco, Warren, & Daraganova, 2020). However, separation may present challenges to parents that can affect their ability to parent in the way that they would like (Stallman & Sanders, 2007). Children’s wellbeing can be protected by helping parents to understand how their parenting might be affected during separation, and supporting them to plan to be present and understanding of their children’s needs.

Most parenting programs promote consistent positive parenting behaviours along with parents’ beliefs in their capacity to parent effectively as central strategies for supporting child wellbeing and development. Many programs will draw on this understanding, supporting parents to reinforce their parenting commitments as the mechanism for change (Wolchik, Sandler, Weiss, & Winslow, 2007). Evaluations of programs for separated parents have shown that improved parenting quality influences child outcomes, such as reduced mental health disorders and improved self-esteem (Sandler et al., 2020).

The term ‘co-parenting’ describes a parenting relationship between former partners who share responsibility for raising their children. Developing a co-parenting arrangement is not always a clear and easy process. For some parents it can take time to reach an agreement for shared care responsibilities. Negotiating these arrangements can also be difficult during the stress of a relationship breakdown.

While conflict is often part of a separation process between parents, continued and unresolved conflict is consistently identified as one of the greatest predictors of poor child wellbeing in separated families (Amato, 2010; Schramm & Calix, 2011; Stallman & Sanders, 2007). Children with poorer outcomes are usually those in separated families characterised by family violence and other complex factors (Kaspiew et al., 2017). Poor communication between parents often accompanies ongoing conflict, reducing the quality of co-parenting and increasing children’s risk of negative outcomes such as emotional and behavioural difficulties (Stallman & Sanders, 2007).

In short, the ability of separated parents to transition as smoothly as possible to a positive co-parenting relationship is often critical to child wellbeing (Dillman Taylor et al., 2011; Stallman & Sanders, 2007). However, it is also important to recognise that in families experiencing family violence, co-parenting may not be a desirable outcome due to the essential need to ensure children’s safety, which can be jeopardised by contact with the perpetrating parent (Schramm, Kanter, Brotherson, & Kranzler, 2018).

Many parenting programs work with separating parents to manage conflict and increase cooperative coarenting. Often, this information is integrated with content on emotional regulation, parenting skills and the impact of separation on children to maximise the effectiveness of the intervention. Programs might support parents with skills in negotiating, resolving relationship problems, and managing conflict in co-parenting relationships (Forgatch & Rains, 2010). For example, one program that specifically targets separated fathers aims to increase their understanding and management of situations that lead to intense anger, offering alternative coping strategies that support positive co-parenting (Braver et al., 2005).

Almost all programs for separating parents focus on parents’ emotional management throughout separation. It is common for separating parents to experience powerful or even overwhelming emotions, such as anger, guilt, relief, joy, sadness, grief and shame (Willen, 2015). As parents move into their new family formations and roles – often as single parents – they may experience a decrease in their mental and emotional wellbeing, particularly if they have a history of poor mental health (Amato, 2000; Schramm et al., 2018).

Many parents also experience ongoing conflict during separation, which can increase their distress (Braver et al., 2005). Domestic and family violence, a heightened form of family conflict, is also prevalent in separating families, with 81% of separated parents reporting safety concerns with their former partner (e.g. emotional abuse, anger issues) and 53% reporting violent or dangerous behaviour (Kaspiew et al., 2015). In addition to changes in their family structure, many parents face additional stresses associated with separation, such as moving house, reduced financial and social resources, and spending less (or no) time with their children (Dillman Taylor, Purswell, Lindo, Jayne, Fernando, 2011; Stallman & Sanders, 2014).

Research shows that parents’ ability to self-manage their emotions during separation reduces the likelihood that separation will have enduring negative impacts on their children’s wellbeing (Grecucci, Opitz, & Capurso, 2017). As such, evidence-based programs for separating parents almost universally aim to support parents’ emotional self-management and self-care skills. Some programs position parents’ self-regulation at the core of developing positive parenting skills, drawing on cognitive behavioural techniques (e.g. challenging dysfunctional thoughts and attributions and mood monitoring) to promote self-regulation and minimise the risk of entrenched conflict or parenting challenges (Stallman & Sanders, 2007). Programs may specifically target the emotional regulation of one parent; for example, a focus on fathers’ abilities to manage feelings of anger and powerlessness throughout separation (Braver et al., 2005).

Many programs involve structured efforts at problem solving, which can include clarifying misunderstandings, workshopping any issues parents are having implementing the skills they have learned, and ensuring that the program is continuing to meet parents’ needs.

Problem solving in this way can strengthen parents’ abilities to generate alternative solutions, evaluate different options, and consider the consequences of their parenting and relationship decisions. These abilities are designed to be generalisable, meaning that parents should be able to apply them to current and future problems (Stallman & Sanders, 2014). Practising problem solving in a group setting can also help normalise the difficulties experienced by parents, allow for content personalisation, and reinforce parents’ strengths (Forgatch & Rains, 2010). The ability to problem solve is an element of ‘active coping’, which is ultimately protective for children (Pelleboer-Gunnink, Van der Valk, Branje, Van Doorn, & Dekovic, 2015; Wolchik et al., 2013).

Problem solving is often integrated with other elements of parenting programs, such as skills practice and assigning and reviewing homework. It is likely that many practitioners, even those who are very time-poor, will be able to integrate some form of problem solving into their work with separating parents.

‘Normalising’ is a strategy that is commonly used by practitioners who run parenting programs to reassure parents that the difficulties they are experiencing are similar to those experienced by other separating parents. Normalising can help parents to recognise and build on their strengths, working against the tendency to focus on negative qualities (Forgatch & Rains, 2010). Many programs for separating parents identify the importance of normalising ‘divorce as a family transition, particularly the process of participating in parenting education, breaking down social isolation, increasing social and emotional support from others in the community, and publicly validating and acknowledging the importance and difficulties of parenting’ (Stallman & Sanders, 2014, p. 141). Programs will often include a normalising element in their introductory group sessions. This might include providing parents with statistics about separation and debunking myths surrounding separation, co-parenting or life as a single parent (Merino et al., 2017).

Parenting programs for separated parents experience high dropout rates, likely due to the associated stresses that parents experience when going through a separation. Because of this, many programs emphasise active encouragement of the parents’ attendance and efforts. Encouragement can support parents to remain engaged in programs or with professionals, including through helping them to see that their progress is due to their own efforts. It can also increase parents’ confidence in their own parenting and problem-solving skills, empowering them to make further changes in their lives (Stallman & Sanders, 2014).

Encouragement is an element used in many programs for separating parents. Facilitators of group programs might spend time in sessions helping parents to build hope and encouraging them to practise skills at home (Forgatch & Rains, 2010). While many practitioners already use encouragement as part of a strengths-based approach to working with parents and families, they may still draw inspiration from the way programs explicitly build encouragement into their interventions.

Skills practice is commonly used in programs to help parents practise and maintain the strategies and techniques they have learned. Skills practice generally focuses on parenting and relationships skills, such as strategies for improving relationship quality, discipline, conflict resolution and speaking with children about divorce or separation (Wolchik et al., 2013). Skills can be practised both in group or private sessions and at home, giving parents the opportunity to receive feedback and troubleshoot (Forgatch & Rains 2010; Wolchik et al., 2013). Skills practice also allows parents to see facilitators model desired positive parenting behaviours, such as reflecting on children’s feelings, providing encouragement to children, and being present (Dillman Taylor et al., 2011). Research shows that effective skills practice at home can predict improvements in parenting (Berkel et al., 2018; Forgath & Rains, 2010; Sandler et al., 2020).

In many programs for separating parents, practitioners use homework activities to promote skills practice for parents in their real-life setting, as well as to reinforce new learning (Forgatch & Rains, 2010; Wolchik et al., 2000; Wolchik et al., 2013). Parents may be given home practice assignments related to new skills, such as active listening and tracking their own or their child’s behaviour. In some programs, parents are encouraged to keep a weekly diary of their skills practice. Homework assignments can also give parents opportunities to receive feedback, both from group facilitators and from other parents.

In one-on-one practitioner settings, formal homework tasks may not be feasible or even desirable (e.g. due to time limitations) but similar benefits can be achieved through more informal approaches, such as asking parents to reflect on their own and their children’s emotions and behaviour.

It is important that practitioners are able to tailor their sessions and topics of conversation to a parent’s specific circumstances and needs. Examples include personalised goal setting with a parent, helping a parent to identify their strengths, providing tailored feedback, troubleshooting barriers to change, and empowering a parent to choose their preferred delivery method (Braver et al., 2005; Forgatch & Rains, 2010; Haine, Sandler, Wolchik, Tein, & Dawson-McClure, 2003; Stallman & Sanders, 2014; Wolchik et al., 2000).

The one-on-one support offered by many practitioners provides a valuable opportunity to deliver tailored information and strategies that consider each family’s unique circumstances. Adopting a personalised approach helps ensure that information and support is as relevant as possible. Importantly, practitioners can encounter specific family circumstances that may make supporting families through separation more complex (e.g. family and domestic violence, families from culturally and linguistically diverse (CALD) backgrounds, families with children with a disability). In these situations, tailoring content based on specialised knowledge becomes especially important (Schramm et al., 2018).

Psychoeducation is an intervention that aims to increase people’s understanding of a specific topic through providing information and skills education. Psychoeducation can be delivered in many forms; for example, through group sessions where parenting skills and conversations are modelled by the facilitator, or through sharing materials such as presentations, information sheets, brochures and referrals for services.

For separating parents, psychoeducation can increase parental understanding of the emotions and processes involved in separation, and the effects this might have on children. Common topics of psychoeducation include the impact of separation on children, parenting in separation, co-parenting in separation, and emotional management in separation.

Some programs also use psychoeducation to increase understanding of child development and wellbeing, including how parents can support their child’s positive development. This can help parents to increase their awareness of developmentally appropriate skills and goals for children. Psychoeducation can empower parents to make decisions that lead to better stability and control in their own and their children’s lives (Stallman & Sanders, 2014).

While many practitioners will not be able to run formal psychoeducation intervention programs or sessions, psychoeducation can be used in less formal ways by integrating it into individual practice.

Most programs for separating parents involve working in groups with other parents who are also going through separation. The format gives parents an opportunity to discuss feelings, normalise experiences, learn from others and gain support (Navaneetham & Ravindran, 2017; Rose, 2009). For a group-based intervention to work best, parents need to actively participate in sessions, contribute to a positive group dynamic, give other parents positive feedback and share their own experiences. This can help parents to feel connected with others going through similar experiences, providing social support and comfort during a time that might be isolating.

Program facilitators are usually trained in managing important aspects of the group process and dynamic. In programs for separating parents, facilitators might use the initial session to establish group expectations and rules, and to work on the cohesion of the group (Dillman-Taylor et al., 2011). Many parents who participate in programs reflect that group work was a positive experience, noting that it helped them to learn targeted skills and provided support from other parents (Dillman-Taylor et al., 2011).

Many practitioners will not have the time or the training to run multi-week parenting programs or facilitate group sessions with separating parents. However, practitioners may be able to use other tactics to expose parents to the benefits of group process and reduce potential isolation.

Video content is commonly used to deliver educational material in parenting programs. Video content might include role plays, peer testimonials and skills modelling. Some programs will use video modelling to demonstrate both correct and incorrect examples of the skills being shared (Braver et al., 2005). Video can also be used as a motivational tool; for example, showing children speaking positively about visitation with a non-primary parent or expressing their emotional attachment to their parent/s (Braver et al., 2005).

In some programs for separating parents, video is also a mechanism for parents to record themselves practising skills, which is then shown to their peers and/or group facilitators. Parents can then receive feedback and support, and have their strengths reinforced. Given that parents can feel apprehensive about watching videos of themselves practising skills, the programs stress the importance of viewing videos from a perspective that is judgement-free and strengths-based.

For many parents, separation is a difficult and lengthy process – indeed, it can be one of the most challenging periods in people’s lives. Some of the best ways to ensure that separation does not have lasting negative impacts on children is to support parents to manage their emotions, parent and co-parent effectively, and hold their children’s wellbeing in mind throughout the separation.

This resource has drawn on the common elements of evidence-based programs for separating parents to outline ways in which practitioners – wherever they are positioned in the health and welfare sector – can promote children’s development and wellbeing by supporting parents through separation.

Suggested resources for parents

Parenting communication series (Emerging Minds, 2019)

• Communicating with your baby during ‘tough times’
• Communicating with your toddler during ‘tough times’
• Communicating with your primary school-aged child during ‘tough times’
• Communicating with your teenager during ‘tough times’

This suite of resources may be useful for separated parents with children of varying ages. These guides help parents to connect with their child during ‘tough times’ (e.g. separation) and provides tips for developmentally appropriate conversations and interactions with children.

Parenting children (4–8 years) with anxiety series (Murphy & Robinson, 2020)

• Parent guide one: Anxiety in children aged 4–8
• Parent guide two: Gathering information about your 4-8 year old child’s experience of anxiety
• Parent guide three: Supporting your 4–8 year old child

Children of separating parents may experience anxiety. This suite of resources may be useful for separated parents of children aged 4–8 years who are experiencing anxiety. It explains what anxiety looks like in children aged 4–8 years and provides tips and suggestions for how to best support them.

Parenting after divorce or separation resources (Raising Children Network)

• Single parents and positive single parenting
• Helping children adjust after separation or divorce
• Helping teenagers adjust after separation or divorce
• Helping children adjust to two homes after separation or divorce

This suite of resources may be useful for parents supporting their children through a family separation. It provides tips and suggestions for positive parenting and outlines how parents can protect their children’s wellbeing.

Suggested resources for practitioners

Emerging Minds online courses

Please note that site registration is necessary to access these resources.

• Supporting children’s mental health when working with separating parents
• Engaging with children
• Engaging with parents
• Understanding child mental health
• The impact of family and domestic violence on the child
• Family and domestic violence and child-aware practice

Experiences of Separated Parents Study (Kaspiew et al., 2015)

This report compares the experiences of parents who had separated either before or after the 2012 family violence amendment reforms were introduced, using findings from the Experiences of Separated Parents Study. Practitioners may find useful information regarding the experience of separated parents and their children in the following sections:

• Characteristics of separated families. See Table 2.1: Demographic characteristics of separated parents, by parent gender, 2012 and 2014.
• Family law services use. See Table 4.8: Main pathway used by parents who had sorted out their parenting arrangements, by parent gender, 2012 and 2014.
• Child and parent wellbeing. This section focuses on the effects of family violence, including witnessing family violence, on child wellbeing, and includes a discussion of parents’ perceptions of their own wellbeing and relationship with their child.

Post-separation parenting, property and relationship dynamics after five years (Qu et al., 2014)

This report presents findings from Wave 3 of the Longitudinal Study of Separated Families. It explores information such as the quality of inter-parental relationships, child-focused communication between parents, pathways for developing parenting arrangements, and child wellbeing. Practitioners may find this information useful to assist with normalising processes with separated parents and to help to alleviate myths and misinformation around separation and divorce.

Domestic and family violence and parenting: Mixed method insights into impact and support needs (Kaspiew et al., 2017)

This report provides evidence on the impact of family violence on parenting and how to strengthen the relationship between mother and child after family violence has occurred. Practitioners working with separated families where there has been family violence may find this resource useful.

Post-separation parenting arrangements: Patterns and developmental outcomes: Studies of two risk groups (McIntosh et al., 2011)

This report summarises two Australian studies of post-separation shared parenting arrangements, with a focus on developmental outcomes for children in two risk groups: children living with ongoing parental conflict after separation, and infants and preschoolers. Practitioners working with separated families where there is conflict or young children involved may find this resource useful.

Give children a bigger voice more of the time: Children’s and young people’s experience of the family law system (CFCA webinar, 2018)

This webinar explores recent research on young people’s experiences of the family law system during parental separation. This resource may be useful for practitioners working with children of separated families, particularly when utilising a child-inclusive framework.

Parenting in contexts of family violence and inter-parental conflict: Implications for practice (CFCA webinar, 2018)

This webinar explores the implications of recent research on women’s and children’s experiences of family violence and inter-parental conflict. This resource may be useful for practitioners working with separated families where there is conflict or family violence.

Nicole Paterson is a Research Officer at the Australian Institute of Family Studies (AIFS). At the time of writing, Rhys Price-Robertson was a Workforce Development Manager at AIFS. Michele Hervatin is a Senior Research Officer at AIFS.

Special thanks to Rachel Carson, Nikola Balvin and Trina Hinkley for assistance in preparing this resource and to Dan Moss for his helpful feedback on the final draft.

Views expressed in this publication are those of the individual authors and may not reflect those of Emerging Minds, the Australian Institute of Family Studies or the Australian Government.

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