Children of Divorce – Coping with Divorce (CoD-CoD)
An online coping skills program designed to prevent short-term mental health problems among children and adolescents from separated or divorced families.
Program Outcomes
- Internalizing
- Mental Health - Other
Program Type
- Cognitive-Behavioral Training
- Skills Training
Program Setting
- Online
Continuum of Intervention
- Selective Prevention
Age
- Late Adolescence (15-18) - High School
- Early Adolescence (12-14) - Middle School
Gender
- Both
Race/Ethnicity
- All
Endorsements
Blueprints: Promising
Program Information Contact
Jesse L. Boring, Ph.D.
Department of Psychology
Binghamton University
Binghamton, NY 13902
jboring1@binghamton.edu
Program purchase:
https://www.onlineparentingprograms.com/
Program Developer/Owner
Jesse L. Boring, Ph.D.
Binghamton University
Brief Description of the Program
Children of Divorce - Coping with Divorce (CoD-CoD) is an asynchronous online program comprised of five self-paced modules addressing active coping, avoidant coping, coping efficacy, and cognitive errors in divorce appraisals. Each module includes videos, interactive activities, and narrated text that teach skills such as relaxation, feeling recognition, problem solving, and positive cognitive restructuring. The program incorporates user feedback to tailor the intervention to each individual youth's interests and needs.
Children of Divorce - Coping with Divorce (CoD-CoD) is an asynchronous online program designed to strengthen post-divorce coping and reduce mental health problems of youth. The program is comprised of five self-paced modules (about 4 hours total) addressing active coping, avoidant coping, coping efficacy, and cognitive errors in divorce appraisals. Each module includes videos, interactive activities, and narrated text that teach skills such as relaxation training, feeling recognition, problem solving, and positive cognitive restructuring. The program incorporates user feedback to tailor the intervention to each individual youth's interests and needs.
To maximize user engagement, content is delivered within a highly interactive framework that (a) includes a user-created program goal supported throughout the program, (b) personalizes program material to allow participants to focus on their chosen content areas, and (c) rewards demonstration of program skills through contingent feedback and by granting advantages in a videogame at the end of each module. Additionally, the program uses two spokesmodels that maintain a personal and informal style by telling true personal stories that illustrate program content.
Outcomes
Primary Evidence Base for Certification
Study 1
Boring et al. (2015) found that intervention participants, relative to the control group, significantly reduced:
- Total problems (child self-report)
- Emotional problems (child self-report).
Brief Evaluation Methodology
Primary Evidence Base for Certification
The one study Blueprints has reviewed meets Blueprints evidentiary standards (specificity, evaluation quality, impact, dissemination readiness). The study was done by the developer.
Study 1
Boring et al. (2015) evaluated the program using a block-randomized controlled trial. Youth ages 11-16 from a divorced or separated family were invited to participate. Participants were randomly assigned to either the targeted intervention or the Best of the Net (BTN) internet self-study control condition. Both parents and children completed surveys on child coping and mental health before the program started and about one month after completion of the sessions.
Study 1
Boring, J. L., Sandler, I. N., Tein, J., Horan, J. J., & Velez, C. E. (2015). Children of Divorce-Coping with Divorce: A randomized control trial of an online prevention program for youth experiencing parental divorce. Journal of Consulting and Clinical Psychology, 83(5), 999-1005.
Protective Factors
Individual: Coping Skills, Problem solving skills, Skills for social interaction
*
Risk/Protective Factor was significantly impacted by the program
See also: Children of Divorce - Coping with Divorce (CoD-CoD) Logic Model (PDF)
Race/Ethnicity/Gender Details
Sample demographics including race, ethnicity, and gender for Blueprints-certified studies:
The Study 1 sample (Boring et al., 2015) was 52% female and predominantly non-Hispanic White (69%).
The program is self-contained online and typically purchased directly by end users; thus, no training is necessary.
Source: Washington State Institute for Public Policy
All benefit-cost ratios are the most recent estimates published by The Washington State Institute for Public Policy for Blueprint programs implemented in Washington State. These ratios are based on a) meta-analysis estimates of effect size and b) monetized benefits and calculated costs for programs as delivered in the State of Washington. Caution is recommended in applying these estimates of the benefit-cost ratio to any other state or local area. They are provided as an illustration of the benefit-cost ratio found in one specific state. When feasible, local costs and monetized benefits should be used to calculate expected local benefit-cost ratios. The formula for this calculation can be found on the WSIPP website.
Start-Up Costs
Initial Training and Technical Assistance
No training is necessary as the program is fully self-contained online and may be purchased directly by end users at https://www.onlineparentingprograms.com/online-classes/classes-for-children-and-youth.html.
Curriculum and Materials
Online access to program provided for 30 days:
$49.99 per program enrollment + $8.00 processing fee (total = $57.99) at https://www.onlineparentingprograms.com/online-classes/classes-for-children-and-youth.html
Licensing
No information is available
Other Start-Up Costs
No information is available
Intervention Implementation Costs
Ongoing Curriculum and Materials
No information is available
Staffing
No information is available
Other Implementation Costs
No information is available
Implementation Support and Fidelity Monitoring Costs
Ongoing Training and Technical Assistance
Technical support is available through onlineparentingprograms.com at their support page https://www.onlineparentingprograms.com/support/contact-us.html and via a toll free number (1-866-504-2883).
Fidelity Monitoring and Evaluation
No information is available
Ongoing License Fees
No information is available
Other Implementation Support and Fidelity Monitoring Costs
No information is available
Other Cost Considerations
The only cost is the price of enrollment. This price can be reduced in cases of demonstrated financial need (see https://www.onlineparentingprograms.com/support/financial-verification.html) or enrollments purchased in bulk.
Year One Cost Example
Funding Overview
No information is available
Program Developer/Owner
Jesse L. Boring, Ph.D.Binghamton UniversityDepartment of PsychologyBinghamton, NY 13902607-777-4566jboring1@binghamton.edu
Program Outcomes
- Internalizing
- Mental Health - Other
Program Specifics
Program Type
- Cognitive-Behavioral Training
- Skills Training
Program Setting
- Online
Continuum of Intervention
- Selective Prevention
Program Goals
An online coping skills program designed to prevent short-term mental health problems among children and adolescents from separated or divorced families.
Population Demographics
The Blueprints certified study (Boring et al., 2015) included early and middle adolescents (aged 11-16) from divorced or separated families. The program is available for youth ages 10-18.
Target Population
Age
- Late Adolescence (15-18) - High School
- Early Adolescence (12-14) - Middle School
Gender
- Both
Race/Ethnicity
- All
Race/Ethnicity/Gender Details
Sample demographics including race, ethnicity, and gender for Blueprints-certified studies:
The Study 1 sample (Boring et al., 2015) was 52% female and predominantly non-Hispanic White (69%).
Risk/Protective Factor Domain
- Individual
Risk/Protective Factors
Risk Factors
Protective Factors
Individual: Coping Skills, Problem solving skills, Skills for social interaction
*Risk/Protective Factor was significantly impacted by the program
See also: Children of Divorce - Coping with Divorce (CoD-CoD) Logic Model (PDF)
Brief Description of the Program
Children of Divorce - Coping with Divorce (CoD-CoD) is an asynchronous online program comprised of five self-paced modules addressing active coping, avoidant coping, coping efficacy, and cognitive errors in divorce appraisals. Each module includes videos, interactive activities, and narrated text that teach skills such as relaxation, feeling recognition, problem solving, and positive cognitive restructuring. The program incorporates user feedback to tailor the intervention to each individual youth's interests and needs.
Description of the Program
Children of Divorce - Coping with Divorce (CoD-CoD) is an asynchronous online program designed to strengthen post-divorce coping and reduce mental health problems of youth. The program is comprised of five self-paced modules (about 4 hours total) addressing active coping, avoidant coping, coping efficacy, and cognitive errors in divorce appraisals. Each module includes videos, interactive activities, and narrated text that teach skills such as relaxation training, feeling recognition, problem solving, and positive cognitive restructuring. The program incorporates user feedback to tailor the intervention to each individual youth's interests and needs.
To maximize user engagement, content is delivered within a highly interactive framework that (a) includes a user-created program goal supported throughout the program, (b) personalizes program material to allow participants to focus on their chosen content areas, and (c) rewards demonstration of program skills through contingent feedback and by granting advantages in a videogame at the end of each module. Additionally, the program uses two spokesmodels that maintain a personal and informal style by telling true personal stories that illustrate program content.
Theoretical Rationale
The program uses cognitive behavioral therapy to teach participants effective and appropriate coping skills.
Theoretical Orientation
- Cognitive Behavioral
Brief Evaluation Methodology
Primary Evidence Base for Certification
The one study Blueprints has reviewed meets Blueprints evidentiary standards (specificity, evaluation quality, impact, dissemination readiness). The study was done by the developer.
Study 1
Boring et al. (2015) evaluated the program using a block-randomized controlled trial. Youth ages 11-16 from a divorced or separated family were invited to participate. Participants were randomly assigned to either the targeted intervention or the Best of the Net (BTN) internet self-study control condition. Both parents and children completed surveys on child coping and mental health before the program started and about one month after completion of the sessions.
Outcomes (Brief, over all studies)
Primary Evidence Base for Certification
Study 1
Boring et al. (2015) found that, relative to a control group, the intervention group showed significantly reduced child-reported total and emotional problems.
Outcomes
Primary Evidence Base for Certification
Study 1
Boring et al. (2015) found that intervention participants, relative to the control group, significantly reduced:
- Total problems (child self-report)
- Emotional problems (child self-report).
Effect Size
Study 1 (Boring et al., 2015) reported small-medium effect sizes (d = .30-.37).
Generalizability
One study meets Blueprints standards for high-quality methods with strong evidence of program impact (i.e., "certified" by Blueprints): Study 1 (Boring et al., 2015). The sample included youths ages 11-16 whose parents were divorced, and the study compared the treatment group to an internet self-study control group.
Endorsements
Blueprints: Promising
Program Information Contact
Jesse L. Boring, Ph.D.
Department of Psychology
Binghamton University
Binghamton, NY 13902
jboring1@binghamton.edu
Program purchase:
https://www.onlineparentingprograms.com/
References
Study 1
Certified Boring, J. L., Sandler, I. N., Tein, J., Horan, J. J., & Velez, C. E. (2015). Children of Divorce-Coping with Divorce: A randomized control trial of an online prevention program for youth experiencing parental divorce. Journal of Consulting and Clinical Psychology, 83(5), 999-1005.
Study 1
Summary
Boring et al. (2015) evaluated the program using a block-randomized controlled trial. Youth ages 11-16 from a divorced or separated family were invited to participate. Participants were randomly assigned to either the targeted intervention or the Best of the Net (BTN) internet self-study control condition. Both parents and children completed surveys on child coping and mental health before the program started and about one month after completion of the sessions.
Boring et al. (2015) found that intervention participants, relative to the control group, significantly reduced:
- Total problems (child self-report)
- Emotional problems (child self-report).
Evaluation Methodology
Design:
Recruitment: Eligible families (N=1905) were identified through public records of divorce; potential participants were invited by mail if they had at least one child in the target age range (11-16) who was not already in psychotherapy. A total of 112 families agreed to participate, but with multiple children in some families, the number of child participants reached 147.
Assignment: Participants were assigned to the program or the control (internet self-study) condition using block-random assignment. Participants completed a pretest risk assessment and were blocked by their rank into groups of two. One participant in each block was randomly assigned to one condition, and the second participant was assigned to the other condition. Siblings could be in different conditions but were instructed not to discuss the program with their sibling(s).
Assessments/Attrition: Assessments occurred at pretest and at 1-month post intervention. The intervention condition had an overall attrition of 12%, and the control group 3%. The overall retention rate across both groups was 92%.
Sample:
The sample was 52% female and predominantly non-Hispanic White (69%), with an average age between 13 and 14 years. Over half (57%) of parent reporters were mothers.
Measures:
Children self-reported on four different measures: coping efforts (active and avoidant) using the Children's Coping Strategies Checklist (α= .80-.92); coping efficacy using the Child-Report Coping Efficacy Scale (α= .88-.90); cognitive appraisals of divorce-related stressful events using the Children's Cognitions about Divorce Situations Scale (α= .80-.92); and mental health problems using the Strengths and Difficulties Questionnaire (α= .61-.85).
Parents were not involved in the program but reported at baseline on their children using a risk index that predicts mental health problems up to six years following divorce. Additionally, parent reports on total problems, internalizing problems, and externalizing problems came from the Behavior Problems Index (α=.93) used at baseline and posttest.
Analysis:
The program was evaluated using full information maximum likelihood estimation that adjusted for clustering within families and allowed use of all cases. The models included baseline outcomes as covariates. Researchers also explored interaction effects of baseline x group and risk x group. The clinical significance of the effect on the total problem score was evaluated with logistic regression, controlling for the pretest score.
Intent-to-Treat: With full information maximum likelihood estimation, no participants were dropped due to non-completion of the posttest.
Outcomes
Implementation Fidelity:
The program is computer-based, and so the modules are consistent across participants. The average number of modules completed was 3.83 (out of 5). The control internet self-study group had only two modules, with an average completion of 1.78.
Baseline Equivalence:
Baseline equivalence between the two groups was established for all demographic and outcome measures.
Differential Attrition:
Full information maximum likelihood estimation was used, and attrition rates from baseline to posttest met the What Works Clearinghouse optimist standard (as calculated by Blueprints). An attrition analysis also showed no significant differences between dropouts and completers on condition, baseline demographics, or baseline outcomes.
Posttest:
At the 1-month posttest, the program significantly improved the child reports of total problems and emotional problems from the Strengths and Difficulties Questionnaire, d= .30-.37. It marginally improved conduct problems. No significant main effects emerged for the parent-reported child problems or for child-reported coping.
Tests for moderation showed that the program improved coping efficacy for youth with low baseline coping efficacy, d= .39. However, there was also a significant iatrogenic effect for baseline lowest-risk youth that researchers claim is mitigated because it was a small subset of the sample and because the group's problems fall within the range of "normal."
Long-Term:
Long-term effects of the program were not examined.