Executive summary

Parental separation is a common occurrence in New Zealand and other western countries. Research indicates that parental separation is often associated with negative outcomes for children and that parents can help to minimise the impact of separation on their children. Programmes have been developed for parents to assist them to help their children. These programmes aim to educate parents on the impact of separation on children, how to minimise parental conflict and how to make post-separation care arrangements that are in children's best interests.

The Ministry of Justice has funded the development and provision of the Parenting Through Separation (PTS) programme for separating parents in New Zealand. This report presents an evaluation of the PTS programme. Information was obtained from multiple informants, including programme providers and programme participants. This information was used to evaluate the programme in terms of its goals and its impact on parents.

A review of the objectives, focus and content of the PTS programme in terms of 'best practice' in parent-education programmes for separating parents indicates that the PTS programme is in line with 'best practice'. The PTS course is child focused and covers a broad range of topics in the time available. These topics are similar to those covered in overseas programmes. Having clear goals and a programme manual helps maintain a child focus and helps to ensure that all providers are clear as to what is to be delivered to parents. There is also a good variety of supporting materials (eg, DVDs) to help providers with programme delivery.

Since the introduction of the PTS course almost 4,500 parents have attended a course run by one of the contracted providers throughout New Zealand. The course is being attended by all ethnic groups in approximate proportion to their representation in the national population. Parents from all areas of New Zealand appear to have accessed the course. More women than men have attended the programme and parents attending have on average been in their mid-thirties. Most of these parents were separated at the time of doing the course.

Information from a survey of providers showed how the providers delivered the programme, the extent to which they coordinated services with other providers, how they enrolled parents and efforts they made to avoid people not completing the programme. Additional information from parents was used to identify how parents found out about the course and to identify factors that might limit attendance. Since one factor possibly limiting attendance was the timing of the course, parents were asked which day and time they would prefer. Most of those with a preference wanted weekday evening courses spread over two sessions.

Parent and provider information was used to rate the supporting materials used during the course (eg, DVD, handouts). Parents' comments indicated that the Child DVD had a particularly strong impact on participants. While both providers and parents rated these materials highly, there was less satisfaction with the course activities.

A survey of a sample of parents who intended to attend a PTS course provided information on parents hopes from the course. This information indicated a diverse group of parents who were at different stages of negotiating post-separation parenting agreements and had different needs. Parents indicated that they hoped the course would help them talk to their children about the separation and show them how to help their children cope with the separation. These expectations clearly match the goals of the course and are no doubt the reasons parents had sought out a PTS course.

The main concern of parents prior to attending the course was with the reaction of their children to the separation and how the parent should manage any new relationships they might enter into. Parents' concerns with child adjustment were reflected in the rate of 'abnormal' scores on a standard measure of child behaviour (the Strengths and Difficulties Questionnaire), which was twice that expected in a community sample.

Information from key informants, providers and parents was also used to assess the impact of the PTS programme. Providers and key informants considered the PTS course suitable for a wide range of parents, although they had some reservations about the suitability for those with English as a second language. Most providers felt that the course best suited those who had just separated, or were considering separating. While parents sometimes became upset during the course, providers felt able to cope with this situation and where appropriate made onward referrals.

In terms of the achievement of the goals of the PTS programme, providers and key informants felt that it had helped parents in almost all areas targeted by the programmes. When parents completed the evaluation form after the course they rated the programme as having helped them improve the way they would manage the issues around the separation and the care of their children. They reported they would recommend the programme to others and that they found it interesting. An aspect of the programme that was rated as relatively less successful concerned the extent to which the programme helped participants talk to their ex-partner. This finding mirrors that from providers, who thought the programme was least successful in improving the couple relationship.

The follow-up survey of parents (four to six months post-course) provided information on the extent to which parents felt they had benefited from attending the course. In line with programme goals it appeared that children were having more contact with parents and with extended family since the course. However many of the care agreements were still not settled and some parents were still involved in applications before the Family Court. Responses to open-ended questions indicated that the majority of the parents felt the course had increased their knowledge of the effects of separation on children, helped them talk to their children, and had met their information needs (although some wanted more information on the topics covered). Over half felt the course helped them communicate with their ex-partner, although only a quarter felt it helped them with cooperating on issues concerning the day-to-day care of their children.

Relatively few parents said they learnt of new support services, but this was mainly because they had a good knowledge of such services already. Parents' comments about the way the course was run and the supporting materials (eg, DVD) supported the very positive post-course evaluations. At follow-up parents reported that the course had been well run and made positive comments about the course materials, especially the DVD and handouts. Parents appreciated a comfortable venue and the provision of refreshments.

The measures at follow-up revealed that children were significantly less likely than before the course to be caught in the middle of parental conflict and general parental conflict, both of which are goals of the PTS course. Parents were also significantly more satisfied with care, contact and support, reported greater knowledge of separation issues and better adjustment to the separation/divorce. Parents also rated their child's behaviour as less problematic at follow-up. All these changes provide evidence for the effectiveness of the PTS programme, although natural improvement over time cannot be ruled out as an alternative, or contributory, explanation.

The PTS programme meets an important informational need for separating parents. Key stakeholders see value in the programme and wish to see it continue to be available and more widely advertised. Those who have attended are very positive about the course and would recommend it to others. There is evidence from this evaluation that the PTS programme is achieving its goals, although there are some areas for improvement.

Contents

Acknowledgements
Tables
Figures
Executive summary
1 Introduction

1.1 Background – parental separation
1.2 The Parenting Through Separation programme
1.3 Objectives of the Parenting Through Separation programme
1.4 Research questions
1.5 Structure of the report

2 Evaluation methods

2.1 Research design
2.2 Data collection
2.3 Analysis
2.4 Ethical considerations

3 The Parenting Through Separation programme

3.1 Assessing ‘best practice’ in divorce education programmes
3.2 Goals and focus of Parenting Through Separation
3.3 Content of Parenting Through Separation compared to ‘best practice’
3.4 Programme delivery
3.5 Supporting materials
3.6 Parenting Through Separation and ‘best practice’

4 Running the Parenting Through Separation course

4.1 Numbers attending Parenting Through Separation courses
4.2 Parenting Through Separation providers
4.3 Finding out about the Parenting Through Separation course
4.4 Delivering the Parenting Through Separation course
4.5 Facilitating the Parenting Through Separation course
4.6 Quality of Parenting Through Separation materials
4.7 Suggested changes in the Parenting Through Separation programme
4.8 Summary

5 Parents prior to attending a Parenting Through Separation course

5.1 Characteristics of parent sample and current childcare arrangements
5.2 What parents want from the Parenting Through Separation course
5.3 Parent and child needs after separation
5.4 Child behaviour after separation
5.5 Summary

6 Impact of the Parenting Through Separation course

6.1 Providers’ and key informants’ views on the suitability of the course
6.2 Key informants’ and providers’ views of the Parenting Through Separation course impact
6.3 Parent post-course evaluations
6.4 Parents survey sample – childcare arrangements at follow-up
6.5 Parents survey sample – impact of the Parenting Through Separation course on parents’ knowledge
6.6 Parents survey sample – parents’ views of the Parenting Through Separation course
6.7 Changes in parent and child needs and issues of separation at follow-up
6.8 Changes in child behaviour at follow-up
6.9 Summary

7 Summary and conclusions

7.1 Parenting Through Separation and ‘best practice’ for parent education programmes
7.2 Programme uptake
7.3 Programme delivery
7.4 Programme delivery by different providers
7.5 Programme impact
7.6 Conclusion

Glossary
References
Appendix 1: Programme providers in each region
Appendix 2: Descriptive statistics on measures of parent adjustment at initial pre-programme survey
Appendix 3: Participant information sheets and consent forms
Appendix 4: Surveys and interview schedules
Appendix 5 Analytic approach
Full Report (Adobe Acrobat PDF 2.70MB)

Published August 2009

www.justice.govt.nz

ISBN 978-0-478-29047-0

© Crown Copyright