The Coping Behaviors of Adult Children After Treatment for Parental Alienation

The Coping Behaviors of Adult Children After

Treatment for Parental Alienation

Chapter 1: Introduction to the Problem

Introduction

Parental alienation (PA) is commonly seen in high conflict divorce. Parents

attempt to make a child chose sides either consciously or unconsciously. The tactics

include alienating the child from the parent through manipulation, overheard discussion

about the other parent with negativity, punishments, or rewards. Court custody cases

determine the best interest of the child in high conflict cases with an evaluation from a

clinician (American Psychological Association [APA], 2016). Some clinicians may not

have heard of parental alienation or the nature of the impact that high conflict divorce has

on a child. Without a clear indication or a true description in the DSM-5 manual,

clinicians use a common evaluation of the family structure to report to the court the

results found during the evaluation. If the child is given custody to the parent who

alienates the child from the other parent, the result can be irreparable damage to the

psyche into adulthood. The purpose of this study was to explore how the adult child is

coping with childhood trauma of high conflict divorce and the presence of PA.

Background

Parents of divorce with high levels of conflict display behaviors of retribution,

hostility, and animosity toward each other; however, the victim is the child (Ben-Ami &

Baker, 2012). The alienating parent will publicly use the child to reject the target parent

with false claims of abuse or resist dual parent relationships. Alienating parents of at-risk

children can affect the livelihood of the child within multiple factors, such as behavioral

problems, identity issues, and difficulties in school (Godbout & Parent, 2012). Some

cooccurring behaviors include depression, aggression, the use of alcohol, or other legal or

illegal drug use (Ben-Ami & Baker, 2012).

Dallam and Silberg (2016) analyzed 27 custody cases where courts placed the

child in custody of the alienating parent with allegations of abuse, only to reverse the

court's order for the protection of the child. Childhood reunification with the

nonalienating parent can be a negative experience (Dallam & Silberg, 2016). Treatment

should require voluntary support counseling and allow the child to mature and heal the

relationship without any interference from the court or mental health professionals

(Lowenstein, 2015). Traditional therapy is not an option for treating the child with

parental alienation because of the many underlying issues surrounding the symptoms

causing cooccurring behaviors in the child (Darnall, 2011).

There are a lack of effective treatment options that mental health professionals use

when the focus is on reconnecting the child with the parent instead of treating the

symptoms or cooccurring issues about parental alienation. Some techniques for treating

PA include the Family Reflections Reunification Program (FRRP). FRRP works on

treating the alienated child with a success rate of 95% over a year of studying (Reay,

2015). The High Road Family Reunification (HRFR) treats the alienated child with a

4day educational therapy that focuses on resolving the impact of negative behaviors

influencing the effects between relationships of the other parent and child (Childress,

2015). Although the use of HRFR therapy approach creates healthier alienation,

clinicians should complete a full analysis, including an evaluation of the parent when

available. Although the above treatments have success for rebuilding the family

dynamics, children still suffer from the effects of PA into adulthood.

Problem Statement

Gardner defined PA from an increase in cases involving allegations of child abuse

from mothers against fathers as a means to prevent visitation or interactions with the child

(as cited in Bernet, 2010). Gardener defined PA as when one parent alienates another

parent or family members through manipulation, punishment, or consequences often seen

in high conflict divorces between parents (as cited in Bernet, 2010). To determine if PA is

present, Gardener (year) designed a scale of eight symptoms to include hatred against the

target parent, absurd rationalizations for the hatred, lack of ambivalence towards the

targeted parent, the child’s decision to reject the other parent as an act taken on the child,

lack of guilt in the treatment of the alienated parent, using borrowed phrases or scenarios

from the alienating parent, and denigration extended to the targeted parent’s extended

family members. Although DSM-5 included PA under classifications of other conditions,

a clear understanding of the diagnosis breakdown including the 18 symptoms of PA is not

available (APA, 2013; Bernet, 2016). The effects of PA during childhood cause

depression, aggression, lack of self-efficacy, problems with future relationships with

others, interference with future roles as parents, emotional immaturity, and connection

with the target parent (Ben-Ami & Baker, 2012). Determining if a person meets the

requirements of parental alienation would require an evaluation from a mental health

professional in comparison to Gardner's scale of eight symptoms.

Fidler and Bala (2010) discovered the occurrence of PA in 11 to 15% of divorces

involving children. Lowenstein (2015) stated how how psychologists use different

treatment approaches that include parental attachment theory (PAT) or symptomatic

treatment. The purpose of PAT is to rekindle relationships with the absent parent or

alienating parent (Lowenstein, 2015). Symptomatic treatment revolves around the

symptoms the person faces from the divorce or PA (ie., depression or anger issues).

Attempts to indicate approaches for treatment can prove difficult and without adequate

treatment or support of the courts, children grow into adults with life difficulties, such as

self-identity as to who they are as an individual during adulthood and external or internal

behavioral issues (Godbout & Parent, 2012). Plenty of resources are available to explain

the effects and plausible treatment opportunities but there is a lack research regarding

first-hand experiences for coping behaviors of adult children after treatment for PA.

Purpose Statement

The process of divorce causes high levels of stress involving all parties, in

particular for children during stages of development. Reay (2015) indicated that PA is a

form of child abuse, showing how parental alienation interferes with the child's ability to

cope effectively. The purpose of this qualitative study was to explore the direct

experiences of adult survivors from high conflict divorces. Understanding an individual’s

process for coping behaviors among adult survivors creates evidential reliability and

validity behind the prognosis of PA or the effects of high conflict divorce.

Significance

Questions remain from experts on the validity of PA (Rowen & Emery, 2014).

Coping behaviors among adult children show a pattern signifying which treatments prove

or disprove as successful. Mental health professionals or individuals in the legal system

gain awareness about the risks for children in high conflict divorces. Challenging home

conditions, such as problematic divorces during a person's childhood, are cause for acute

stressors that impact the individual's adaptation between parents and managing life

experiences. The levels of resilience depend on the individual's natural abilities to sustain

levels of stressors from mild to severe (Rowen & Emery, 2014). When legal professionals

and clinicians gain a perspective on the problematic issues surrounding high conflict

divorces, the system changes the focus of child custody to strive for positive coparenting

and prevent future occurrences of PA.

Theoretical Framework

Bowen’s theory of the family systems theorizes human behavioral views of the

family as an emotional unity and the thinking as a means to describe complex interactions

of the unit (as cited in Titleman, 2014). Family roles affect the individual’s thoughts,

actions, and emotions when people live under the same emotional skin (Titleman, 2014).

A change of any members of the family functioning can predict reciprocal changes for

functioning among other members of the family (Titleman, 2014). When tensions rise or

are heightened between parents, this could negatively impact the unity and teamwork

among family relationships, explaining negative coping behaviors of children who use

poor coping behaviors, during and after their parent’s divorce.

I used the phenomenological approach to explore commonalities between

participants through the use of narrative experiences (i.e., events, actual, or imaginary)

during high conflict divorce of parents during childhood. The phenomena of explaining

coping behaviors for individuals who sought treatment can assist professionals in mental

health care by learning new techniques to address a person's adulthood. To offer more

validity and reliability to the study, I compared the participant’s answers taken during the

interview process (seeWeger, Meyer, & Wagemann, 2016). I identified themes while

comparing lived experiences that attributed to how people cope after high conflict

divorces. A description of the experiences formed into terms of conditions, situations, and

context offering structure to the collection of data.

Research Questions

The following research questions were used in this qualitative study to explore

coping behaviors among adult children after receiving treatment for parental alienation.

Research Question 1: What are the lived experiences of adult survivors of

childhood high conflict divorce?

Research Question 2: According to adult survivors of childhood high conflict

divorce, how have these childhood experiences affected adult relationships?

Nature of Study

The phenomena of interest involved the lived experiences of adult survivors of

childhood high conflict divorce. Collecting data in a phenomenological approach requires

interviews with participants that focused on how the individual coped after the divorce

and any recognition to alienation from their parent. A recommendation on the sample size

is dependent upon saturation of individuals who experience the phenomenon without new

themes emerging during the interview process (Creswell, 2013). The participants came

from the population of adult children experiencing PA during and after the parent's

divorce. I excluded individuals with severe issues of PA that might cause more trauma

and lessen the person's coping behaviors. The study adds to the field of psychology that

surrounds an adult’s experience of childhood parental divorce. I conducted

semistructured, face-to-face interviews to collect data about different approaches to

treatment and develop an understanding of the coping behaviors of adult survivors from

high conflict divorces.

Sources of Data

The researcher collected data from the person who have experienced the

phenomenon and develop a composite description of those experiences for all of the

individuals participating. The description consists of "what" they experienced and "how"

they experienced it (Moustakas, 1994). Prior researchers use various sources of data, such

as longitudinal analysis, social behaviors, and levels of abuse. The use of social media,

such as Facebook, might prove as resourceful in locating participants. For this study, the

collection of data came from primary sources through social media. As the researcher, the

use of surveys is found online with a particular link, but in the event a person cannot

reach a computer, an in-person survey is available via video or at a local library. The

surveys did not include personal information or any information that could distinguish

who the person was during the interview. For example, the individual's name or doctor’s

names are eliminated from the study, as a procedure to protect confidentiality of the

participants (APA, 2016). After reviewing the surveys, a follow-up interview with

participants aligning specific correlations to the study occured. The coding process

categorized areas of interest, such as treatment outcomes, style, changes in behaviors, and

so forth.

Possible Analytic Strategies

The analytical approach for the study involves the use of narrative analysis. Part

of the study connects a person's experience that shapes his or her behavior toward the

alienating parent. A narrative analysis characterizes the life experiences into the meaning

of the coping behaviors of adult survivors and communicates how treatment builds an

individual's resiliency (Thorne, 2002). The representation of the strategy creates a

constructive category of experiences the participants share about treatment approaches.

The analysis of the data through narration offers insight and a sense of life experiences

for the participants.

Template analysis acts as another technique of an analytical strategy for the

study. The process of collecting information from participants involves questionnaires

and interviews; the template analysis categorizes the data into coding the researcher

deems important (King, 2004). The use of interviews elaborates the responses of

participants for qualitative surveys Then the process of analyzing the data begins with

priority coding to identify themes. The information explains the relevance of the research

questions. The application of the template corresponds to the whole data set and modifies

each transcript (King, 2004). Then the data is open to the interpretation of the data sets

and writing the final findings.

Ethical Considerations

The study revolves around adult children instead of young children because youth

are a vulnerable population (Creswell, 2013). The experiment of the research uses the

perception of parental alienation as a child from the adult perception. Adult survivors

have the ability to give permission and make an appropriate decision during the process

of the research. For example, participants with severe symptoms of PA can involve some

form of trauma, but most importantly as a researcher, a decision is made to discontinue

the interview of the participants as a means of protecting the individual from further

harm. The object of the study is not to harm the individual in any manner that associates

psychologically, physically, and so forth. Especially if he or she is currently receiving

treatment because the process could negatively affect the person's rehabilitation or coping

abilities (APA, 2016). The informed consent breaks down the purpose of the study and

the protection of the participant's confidentiality and privacy follow ethical guidelines

with the APA (2016). As a researcher, a plausible way to eliminate vulnerable or

emotionally fragile participants begins during the questionnaire process to include

responses with no history or current suicidal thoughts. The participant is currently

emotionally stable and free of mental health symptoms.

No ethical issues arose during the conduct of this research. Had an ethical

violation occurred, the researcher would have contacted the appropriate organizations,

such as the IRB or colleagues to eliminate further violations and the steps to correct the

situation. The proper steps for adjusting the action of an ethical issue or dilemma by

determining possible factors that could harm the participant. The steps involve no longer

taking responses from the participant and dismiss any information given during the

interviewing process. At any time during the study where the occurrence of stress levels

increase, a number scale was be given to the participants with 1 being little to no stress

levels and 10 being the highest level of stress. Had a participant experienced stressors

during the interview reached a level of 5 or higher an immediate halt would occurred .

Because safeguarding the individual's welfare was crucial any information collected from

the participant would have no longer be used in the study.

Summary and Transition

Chapter one discussed the fundamentals for the study. Now that a platform for the

beginning of the study is set to continue forward. Chapter two will discuss how the

information in the study will align with previous articles in research. Once the

comparisons are made from an abundant of research articles, I have determined the

missing gap in the study by showing a need for change among adult children from high

conflict divorces, lacking healthy coping skills.

Chapter 2: Review of Academic and Professional Literature

Introduction

The literature review provides a context for the research questions. The literature

review starts with an overview of high conflict divorce on children with a connection to

factors affecting the adult child’s approaches to coping behaviors. Any treatment

approaches given to the child during or after the divorce are recognized and listed in the

literature review. At the conclusion of this chapter, I provide an overall summary of the

problematic issues of adult survivors from high conflict divorce or PA.

The process of compiling a literature review included finding peer-reviewed and

other scholarly journal articles, books, and published dissertations as supporting evidence

for the study. In locating articles for the literature review, I used Walden University’s

Library, such as ProQuest and Google scholar search engines.

High Conflict Divorce

More than 40 to 50% of married couples in the United States end in divorce, and

more than half of divorces involve children under the age of 18 (APA, 2016). Of those

divorces, 40% of children experience parental divorce before adulthood (Shafer, Jensen,

& Holmes, 2017). While married, parents see and interact with each other on a daily basis

in rearing their children, but after a divorce, coparenting becomes difficult (Amundson &

Lux, 2016; Joyce, 2016; Visser et al., 2016). Children become a pawn during the divorce

when both parents battle for custody of the children (Warshak, 2015). Whoever gains

custody of the children in high conflict divorces is decided by the court, but often the

mother has physical or sole custody of the child (Kruk, 2016).

In a divorce the child may side with the parent whom he or she attaches to.

Because attachment is imperative to the psychological wellbeing, adjustment, and social

abilities of the child, the mother is seen as the main caregiver for the child’s welfare

(Robertson, 2016). Parents could use this to gain or manipulate the child through

alienation of the other parent (Amundson & Lux, 2016; Bernet, 2015). In a ajority of

cases of PA, the father becomes the target of alienation from the child, causing a rift in

his dynamics as a parental role (Robertson, 2016). The role of father is just as important

in the development and mental health of the child (Warshak, 2015). Without the father’s

role in the child’s life, the child’s behavior becomes defiant, unruly, or fearful, and the

child may refuse to visit the alienating parent (Robertson, 2016).

The focus of high conflict divorces should require positive coparenting as

essential to the mental health and wellbeing of the child (Sokol, Stevenson, & Braver,

2017). Better quality parenting occurs when parents invest more time in maintaining and

strengthening the relationship with the child during the struggles of divorce (Beebe &

Sailor, 2017; Nielson, 2017). Some circumstances could mean treatment and counseling

for all parties involved (Beebe & Sailor, 2017). The styles of treatment are dependent on

the factors affecting the child’s wellbeing, such as depression, deviant behavior,

aggression, or drug abuse.

The lack of positive coparenting affects the child’s future into adulthood, and it

may impact mental health (Beebe & Sailor, 2017; Warshak, 2015). Mahrer et al. (2016)

and Elam, Sandler, Wolchik, and Tein (2016) described how high conflict divorce

increases high levels of internalization. The child’s internalization for the hatred of the

target parent will be reflected in hatred and rejection about him or herself (Beebe &

Sailor, 2017; Jaffe, Thakkar, & Piron, 2017). Attachment issues plagues a child’s ability

to have a healthy adjustment to change and relying on a parent’s attention to the child

during a divorce (Amundson & Lux, 2016; Thakkar & Piron, 2017). After their parent’s

divorce, some children display low conflict and lower externalizing problems (Elam et

al., 2016; Mahrer et al., 2016). However, there were still negative impacts on young

adults (Elam et al., 2016; Mahrer et al., 2016).

A family breakup like a divorce is stressful. Saini, Drozd, and Olesen (2017)

described a similar behavior among parents through the use of gatekeeping. Gatekeeping

occurs when beliefs, attitudes, and behaviors pertaining to the child’s relationship are

negatively affected by limiting the amount of time spent or overall quality involving the

other parent (Sani et al., 2017) One parent may feel that his or her approach to raising the

child is better and will ensure limited contact to maintain balance for the child. If the

occurrence of negative gatekeeping continues, this will interfere with the child’s ability to

develop positively (Amundson & Lux, 2016; Drozd & Olesen, 2017).

Stressful outcomes of divorce on youth heighten physiological stress or cortisol

reactivity (Lucas‐Thompson, Lunkenheimer, & Granger, 2017). Adolescents’ exposure to

social-evaluative stress, such as martial conflict, predicts dampened HPA and ANS

function with SNS stress responses for poor quality of parenting (Lucas‐Thompson et al.,

2017). In emerging adulthood, children begin to self-blame for parental conflicts and

display higher levels of cortisol throughout the day (Abetz & Wang, 2017;

LucasThompson et al., 2017). Self-blame is associated with acute stress levels because

the child is taking on responsibility for the parent’s arguments (Abetz & Wang, 2017;

Lucas‐Thompson et al., 2017). The more long-term exposure to traumatic stress the

person experiences, the more the individual is left feeling a loss of security in the home,

but experiences increased defensiveness and destruction of future romantic relationship

(Fozard & Gubi, 2017; Scott & Weems, 2017).

The style of attachment depends on the child’s bond with the parent through the

definition of Bowlby’s (2005) theory of attachment. The process of shaping the child’s

adjustment to life is dependent the roles of child-parent characteristics and temperament

of the child (Bowlby, 2005). A healthy child feels secure are social, explorative, and

adjusts well within his or her environment (Bowlby, 2005). A child’s emotional

regulation (ER) is dependent on maternal and peer attachment (Morris et al., 2007). A

mother who gives emotional availability and the child’s ability to comply mediate ER

(Morris et al., 2007). An ambivalent child will display high levels of aggression, anxiety,

and hostility (Bowlby, 2005). An ambivalent adult refrains from bonding with romantic

partners and other forms of relationships (Bowlby, 2005). Romantic relationships of

adults with secure attachment experience balance and long-term relationships (Bowlby,

2005).

During marital dissolution lacking nurturing and socialization for the child, the

child may display emotional and behavioral problems (EBP) as a process of adjustment to

the change (Amundson & Lux, 2016; Madigan, Plamondon, & Jenkins, 2017; Murphy et

al., 2017; Theunissen et al., 2017). Children of divorce suffering from EBP are found in

one in 10 youngsters (Murph et al., 2017; Theunissen et al., 2017). Examples of

behavioral problems include conduct, anxieties, or substance abuse. An interruption in the

individual’s ability to develop properly depends on the child’s stage of development and

parents’ support (Shafer et al., 2017; Thabrew et al., 2017).

Theunissen et al. (2017) stated that about 25% of children suffer from depressive

disorders in association with EBP. Depression is recognized when an individual

experiences a minimum of five symptoms over a period of 2 weeks that includes sadness,

anger, hopelessness, loss of interest, and isolation (APA, 2016). Depression is more

prevalent in divorced families; young adults, around the age of 18 to 30, from a divorced

family may have a lack of intimate relationships and have low self-esteem (Madigan et

al., 2017; Shafer et al., 2017). A child or adolescent with intimate and bonding

relationships with parents reduces the risks of early low self-esteem from depressive

episodes (Murphy et al., 2017; Shafer et al., 2017).

Scholars have depicted the negative outcomes of adult children from divorce,

including lower parental regard, lower satisfactions, and relationship distress (Roper,

2016). Gager, Yabiku, and Linver (2016) studied the implications of divorce or the

conflict between parents that cause an adult child’s probability for divorce. Children’s

future relationships or marriage mimics their parent’s ability to handle disagreements and

roles as parents (Schmidt, Green, & Prouty, 2016). Some adult children from divorced

parents may lack the ability to connect positively with a significant other (Gager et al.,

2016).

Parental Alienation

After many cases of high conflict divorce and reports of abuse in the early 1980s,

Gardner introduces PA (Lorandos & Bone, 2016). Gardner reported how a mother

alienates the father through with derogatory names, removing or destroying in essence of

the father’s existence, exaggerating the father’s psychological problems, and interfering

with visitations with the father (as cited in Lorandos & Bone, 2016; as cited in

Whitcombe, 2017). PA occurs when a removal of a capable and loving father occurs from

the maternal denigration, which results in emotional rejection towards the father (Kruk,

2016; Whitcombe, 2017). Children of divorce with an absentee father suffer

abandonment issues and wish for a closer relationship (Kruk, 2016). PA is more

noticeable because fathers are affected by the alienation from their children (Kruk, 2016).

Fathers with primary custody of the child will partake in PA by protecting the child on

the grounds of imagined dangers or abuse by mother’s live-in boyfriend (Lorandos &

Bone, 2016).

A parent with mental health issues, conscious or unconscious, are seen as

narcissistic and lacking empathy (Bernet, Baker, & Verrocchio, 2015; Mandarino, Kline

Pruett, & Fieldstone, 2016). The parent’s mental health goes unnoticed until the

behaviors are noticeable within the child when a divorce custody evaluation is given.

Clinicians can detect brainwashing of children when signs in restrictions to love or being

loved, inappropriate information, comparative martyr role, assault on character,

contradictory and indirect use of statements, good parent versus bad, one-sided alliance,

scripted views, and anxiety arousal (Lorandos & Bone, 2016). The mental health issues

are another cause for PA, and children will learn to externalize behavior indirectly by

modeling parental behaviors (Morris et al., 2007).

A parent who cannot separate from conflicts with the spouse creates an unhealthy

attachment with the child, and the child may be unable to please the parent (Beebe &

Sailor, 2017; Jaffe et al., 2017). The parent-child relationship is damaged by the

alienating parent, and the child develops negative coping skills (Bernet, 2016; Jaffe et al.,

2017; Whitcombe, 2017). PA in children can lead to a higher risk for depression, low

self-sufficiency, and unhealthy attachment patterns into adulthood (Baker, 2007; Jaffe et

al., 2017). Abnormal coping skills create problems in handling life events positively.

Coping Behaviors

Children

Every child varies with internal working models (IWM) between coping, efficacy,

and strategies (Camisasca, Miragoli, Di Blasio, & Grych, 2017). The strategies for coping

while in distress involves the person’s ability to self-motivate and access cognitive

resources (Brummert, Lennings, & Bussey, 2017) A secure child with distress uses

positive cognition to restructure strategies and support for what he or she is feeling

(Camisasca et al., 2017). A child of avoidance displays distress, using higher levels of

distraction with avoidance strategies (Camisasca et al., 2017). Anxious-ambivalent

children under distress will use every available coping strategy, but have no correlation

with coping efficacy (Camisasca et al., 2017). When parental conflict is high, the coping

self-efficacy of children will avoid maladaptive cognitions with higher levels of

internalizing (Brummert et al., 2017).

High conflict divorce and PA causes various negative long-term health and social

consequences for adverse childhood experiences (ACE). A child with ACE is unable to

flourish in comparison to the children who have abilities to flourish (Kwong & Hayes,

2017). A flourishing child will seek options that are positive and build resilience for

dealing with stressful circumstances; this child will not react with behavioral problems

causing the child to become a delinquent (Kwong & Hayes, 2017; Opondo, Redshaw, &

Quigley, 2017). Children with negative effects from ACE are unable to cope, and the

adverse effects are traumatic.

A common characteristic of the trauma from divorce or PA involves posttraumatic

stress disorder (PTSD). Severe or mild symptoms of PTSD cause the youth to use

maladaptive or dysfunctional emotional regulatory processes to reduce the distress the

child is experiencing (Scott & Weems, 2017). The child forms an automatic response to

distress that maintains or increases heightened emotional arousal (Scott & Weems, 2017).

The cycle of dysfunctional regulation causes short- or long-term internalization of

traumatic events (Scott &Weems, 2017). Without the proper teaching of healthy coping

skills from the parent or a clinician, the child’s state of emotional regulation is worsened.

Adult

There are lasting effects of divorce that become a lifetime of issues (Gardner as

cited in Woodall & Woodall, 2017). Few scholars have defined an adult’s coping skills

related to parental high conflict divorce. There are comparisons to a child’s ability to use

coping skills with avoidance and maladaptive outcomes (Reed, Lucier-Greer, & Parker,

2016). Coping skills of adults are emotionally driven. In the development stage, the

individual is seeking self-identity away from the control of the parents role or guidance

(Reed et al., 2016). The rates of depression are higher in emerging adults from 18 to 24

years of age (Reed et al., 2016). Adults have the cognition to depend on themselves and

no longer rely on parents’ opinions, but struggle with independence in early adulthood

(Reed et al., 2016).

Positive coping behaviors of adult children occur through peer support or some

type of social support (Reed et al., 2016). When an adult child seeks support from others,

he or she is more likely to experience fewer depressive symptoms, better emotional

regulation, and improved personal adjustments (Reed et al., 2016). The immediate family

is not the most positive support for the adult child after a high conflict parental divorce.

The individual can seek support from external family members through companionship,

emotional interaction, or any counseling with direct experiences or knowledge (Reed et

al., 2016).

Risk Management

High conflict divorce and PA contribute to development or mental health issues.

A role in risk prevention is recognizing potential outcomes after a high conflict divorce

affecting the child or adult children’s livelihood, such as behaviors and academics

(Wamboldt, 2016). The outcome in extreme cases of depression ends with suicide (Shafer

et al., 2017). Relatives and parents ignore signs of suicide because the child wants

attention (Shafer et al., 2017). Identifying families involved in high conflict divorce can

minimize risks affecting the child’s future (Amundson & Lux, 2016; Wamboldt, 2016).

Children or adults display an agitated state to explain a pervasive interpersonal conflict

(Amundson & Lux, 2016). The child begins to focus on the case presentation unaware of

the facts or allegations the alienating parent presents about the target parent. Children will

mimic the alienating parent and not interact with the target parent (Amundson & Lux,

2016).

High conflict divorce is termed as longstanding and intense disputes involving

disruptive court cases between parents who cannot agree on terms of divorce (Shaw,

2017). The frequency of negative interactions correlates with the lack of trust (i.e., raising

a child) and aggressive behaviors of the parents during divorce (Shaw, 2017). High

conflict divorces become a safety concern for the child or children. In recent studies of

high conflict divorces, the occurrence of abuse reports increases within child custody

cases (Shaw, 2017). The courts should take notice of high conflict divorces and require

parents to take parenting classes before a divorce is final (Shaw, 2017). The classes will

allow parents to understand divorce from the point of the child and how to properly

coparent.

A parent’s marriage is a source of information for children to learn how to handle

communications, disagreements, and expression of love (Zemp, 2016). Other

internalizing and externalizing behaviors for children affect the individual’s future

emotional socialization (Jewell, Schmittel, McCobin, Hupp, & Pomerantz, 2017).

Braithwaite, Doxey, Dowdle, and Fincham (2016) showed less commitment and

relationship satisfaction that interferes with stability in emerging adult children. The adult

child becomes at risk for divorce or an inability to have a working romantic relationship

(Braithwaite et al., 2016; Zemp, 2016).

The romantic attachment behaviors supersede the individual’s security because

the buffering of negative processes becomes more manageable, but a lack of security in

romantic relationships could evolve into depression (Bradford, Burningham, Sandberg, &

Johnson, 2017; Leustek & Theiss, 2017). Emerging adults’ depressive symptoms

negatively associate with their ability to display resilience during the turbulence of

divorcing parents (Leustek & Theiss, 2017). The adult child may feel caught in the

middle of a war and having to choose sides (Leustek & Theiss, 2017). When

professionals do not take notice of early signs, the parent may project instability in the

child’s mental welfare and damage the child’s psyche (Jewell et al., 2017; Leustek &

Theiss, 2017).

Assessment

Assessing the impact of divorce amongst adult children depends on the amount of

interaction with the parent during a high conflict divorce. Professionals who do not see

the role of fathers become an obstacle to treating the family as a whole (Barnell & Stone,

2016; Warshak, 2015). Clinicians may use the Bowen’s family systems model (FSM) and

Kohut’s theory of self-psychology to assess the process for treating or intervention

techniques (Barnell & Stone, 2016). Not many clinicians know about PA and lack

training or treat the child by using the symptomatic issues the child is experiencing

(Bernet et al., 2015; Warshak, 2015). I stopped reviewing here due to time constraints.

Please go through the rest of your chapter and look for the patterns I pointed out to you. I

will now look at Chapter 3.

The symptoms of PA become muddled when other co-occurring behaviors exist

during and after the parent’s divorce (Bernet et al., 2015). Gardner’s listing of symptoms

involves 8 criteria’s that a child will exhibit (1) campaign of denigration, (2) Weak,

absurd, or frivolous rationalizations for the deprecation, (3) Lack of ambivalence, (4)

“independent-thinker” phenomenon, (5) reflexive support of the alienating parent in the

parental conflict, (6) absence of guilt over cruelty to and/or exploitation of the alienated

parent, (7) presence of borrowed scenarios, and (8) spread of the animosity to the friends

and/or extended family of the alienated parent (Bernet et al., 2015; Warshak, 2015;

Woodall & Woodall, 2017). Children have little awareness, depending on the child’s age,

about recognizing alienation and those who are aware envision that one parent is

attempting to go against the other parent (Bernet et al., 2015). The analysis should require

a deeper review that includes discussions with the parents to determine the probability of

PA.

Intervention

Parental alienation is seen as a form of abuse (Reay, 2015; Meier & Dickson,

2017). Meier and Dickson (2017) perform a study that indicates family court's perception

of parental alienation and why intervention does not exist in cases of visible abuse from

parental alienation. Exposure of Interparental Violence (IPV) develops when the child

displays signs causing an impact on emotional issues, coping skills, stress, and

parentchild interactions (Overbeek et al, 2015). The ultimate cause of parental alienation

is posttraumatic stress (PTS) (Overbeek et al, 2015). Overbeek et al (2015) studied the

need for intervention with a focus on trauma-specific factors. The symptoms of PTSD

decrease when the link between exposure and nonspecific treatment during intervention

focuses on parental health that increases coping skills and positive parent-child

interactions (Overbeek et al, 2015). There is not a clear indication of the benefits trauma

specific intervention has that effect the child (Overbeek et al, 2015).

The Contact Refusal Scale (CFS) can assist clinicians in defining complex

relationships and actions following a parent’s divorce (Huff et al, 2017). There are early

signs to indicate whether parental alienation or high conflict divorce is a factor in a

child’s purpose to refuse visitations with the target parent. The CFS can measure the early

signs of PA and determine the severity among children’s reason to not interact with the

other parent. Some of the signs involve the child’s excitement or happiness when seeing

the other parent and a decrease desire to visit the other parent (Woodall &

Woodall, 2017).

New Beginnings

A developmental program, New Beginnings (NBP), is a preventive intervention

program to assist in lessening the factors of divorce and involvement on future struggles

for children into adulthood (Christopher et al, 2017). NBP offers tools for parents that

builds stronger relationships with the child and decrease behavioral outbursts through

maintaining teamwork (Christopher et al, 2017). The results of the study indicate a

decrease in maternal blame, accepting divorce, and adjustment outcomes in the NBP are

beneficial to preventing long-term effects of divorce (Christopher et al, 2017). Again the

intervention involves both parents involvement for successful results.

Family Transitions Guide

An experimental program known as Family Transitions Guide (FTG) includes

motivational interviews and problem solving for parents through practice exercises that

creates positive communications with the child (Braver et al, 2016). The object of FTG

was to decrease conflicts between parents using a different approach to handling

interparental conflict (Braver et al, 2016). Braver’s et al (2016) comparison between FTG

and Parent Conflict Resolution (PCR) determines some significance for improvement

with children feeling less “caught in the middle”. FTG is beneficial if the courts mandate

the program as a requirement before divorce, but not in the event where damage is

occurring.

Children First

Jewell et al (2017) studied the use of the program, Children First (CFP), that

educates parents during divorce or separation. From the three measures of adaptive

coparenting on knowledge, attitudes, and likelihood, the 3rd edition displays superiority

(Jewell et al, 2017). The increase of success contributes to the focus of training behaviors

for adaptive co-parenting (Jewell et al, 2017). Any style of meditation that intervenes or

supports families in divorce to create stronger co-parenting skills, has positive and

effective change (Patel, Fairchild, & Prinz et al, 2017). Many times intervention will not

occur unless someone speaks up or requests the courts to intervene (Reay, 2015). A

parent with signs of mental health issues could receive an evaluation to determine the

credibility of the accusations for parental alienation or ensure the courts mandate the

parents to take co-parenting classes or training (Reay, 2015; Braver et al, 2016;

Christopher et al, 2017; Jewell et al, 2017).

Characteristics of Parents

Changes in a child’s well-being is a factor for parent’s communication failures in

the marriage (Knopp et al, 2017). An effective intervention requires isolating family

effects important to understanding marital and child functions to identify potential targets

(Knopp et al, 2017). Balmer, Matthewson, & Haines (2017) determined in a study that

the father is the cause for alienating parent than the mother. Other characteristics that

could be an association for parental alienation intervention includes a parent’s personality

disorders, such as narcissism, anti-social personality disorder, borderline personality

disorder, or charismatic authority (Bernet, 2016). A parent can request an evaluation from

the courts with regards to personality disorders as a probable factor for parental

alienation. The involvement of the courts can determine from the psychologist’s results

whether to intervene in custody agreements or require treatment (Bernet, 2016).

Treatments

There are several styles of treating children from high conflict divorce and PA

experiences. PA has three types of severity levels that include mild, moderate, and severe

(Barnell & Stone, 2016; Brummert et al., 2017). Mild symptoms result in some

programming of the child, but not effecting visitations and requires teaching awareness of

the factors that could evolve if the parents do not take action (Barnell & Stone, 2016;

Brummert et al., 2017). Moderate symptoms involve both programming and difficulties

with visitations where the child feels a need to protect and fight for the alienating parent

(Barnell & Stone, 2016; Brummert et al., 2017). The final stage is severe and the child

can develop severe psychiatric disorders, along with total disregard for the target parent

causing a need for treatment with a psychologist (Barnell & Stone, 2016; Brummert et

al., 2017). The ASC can assess and identify deficiencies of self-concept and any

impairment of the family system with focus on treating high conflict divorces (Barnell &

Stone, 2016). A pre and post exam will determine results of effectiveness for the families.

Before a clinician treats the client there are steps to adhere to, such as keeping

eyes open, remain engaged as an advocate for reducing conflict, work with parents and

children about the issues, promoting resilience, model calmness, be thorough by not

adopting urgency, and envision what is in the best interest of the child by raising concerns

of anything harmful (Amundson & Lux, 2016, Barnell & Stone, 2016). The object of

treatment involves positive coping skills and maximize resilience for children at risk for

maladjustment (Luthar Eisenberg, 2017). Early interventions focus on treatment for

parents and children by promoting positive co-parenting and strengthening emotional

self-regulation (Barnell & Stone, 2016; Luthar Eisenber, 2017). The style of treatment is

dependent on what experiences a clinician has on high conflict divorce or PA.

Family Reflections Reunification Program

Reay (2015) indicates that PA is a form of psychological abuse for children and

traditional therapy approaches are not effective. In 2012, Reay (2015) develops Family

Reflections Reunification Program (FRRP) to treat severely alienated children and family

dynamics. The process Reay (2015) states separating the child from the alienating parent

and given custody to the targeted parent or changes to the parent’s access with increasing

visitations for the targeted parent. The changes in custody agreements will enhance the

ability to treat the child and eliminate further interference from the alienating parent

(Reay, 2016). The program demonstrates a 95 percent success rate for re-establishing

relationships between the targeted parent and child (Reay, 2015).

The Use Bowen’s and Kohut’s Treatment Theories

Similar to Reay’s (2015) research, Barnell and Stone (2016) agree there are flaws

in the judicial system to intervene, but lack addressing a broad range of issues from

divorce for family systems and individual dynamics. Barnell and Stone (2016) integrate

Bowen’s family systems theory and Kohut’s theory of self-psychology as an intervention

model to reduce levels of stress and develop a coherent of the self. The object of the

intervention model addresses using group sessions with other parents from high conflict

divorce cases that involves eight weekly sessions for ninety minutes (Barnell & Stone,

2016). The process of the approach creates empathy for the other parent found in Kohut’s

self-psychology. Parents learn using the teachings of the sessions to practice in daily

routines and allow for time to process the change for cohesion (Barnell & Stone, 2016).

Mentalization-Based Therapy for Parental Conflict – Parenting Together

Parents in high conflict divorce do not seek treatment, but rather use the courts to

resolve the issues (Hertzman et al, 2017). The use of Mentalization-Based Therapy for

Parental Conflict (MBT-PC) addresses unique challenges parents and professionals

working with them (Hertzman et al, 2017). The process of MBT-PC assists in reducing

anger and hostility between the parents and mitigate damaging effects that the conflict

has on the child (Hertzman et al, 2017). MBT-PC teaches parents to learn communication

skills and awareness of the effects the conflict has or having on the child (Hertzman et al,

2017). The intervention only works if parents want to cooperate and learn positive

coparenting.

Other Family Treatment Approaches

Templer et al (2017) studied different systematic family treatment approaches that

include the Multi Model Family Intervention (MMFI), Family Reflections Reunification

Program (FRRP), Overcoming Barriers Family Camp (OBFC), Parallel Group Therapy

for PA and the Family Bridges workshop. The main purpose for each of the different

treatment programs were to not create further harm to the targeted child with the cause

for alienation and restoring family dynamics (Templer et al, 2017). The use of Reay’s

(2015) theory of treatment in the process of changing custody will involve therapeutic

treatment because the process of transitioning for family members and child become

difficult (Templer et al, 2017). The use of traditional family therapy is ineffective and

need tailoring that deepens the focus of treatment, such as systematic family therapy,

which includes treatment for parental alienation (Templer et al, 2017). Clinician’s should

be aware a child with parental alienation is experiencing distress and improve

psychological well-being (Templer et al, 2017). Major factor a clinician deals with are

difficulties working against the family culture and the system, often seen as treatment

makes the issues worse than to do anything (Woodall & Woodall, 2017).

Giving Children Hope

Treatment plans focus on family reunification drawn to create parents acting as

better role models for the child, but the “interest of the child” is left for the court’s to

decide (Dallam & Silberg, 2016). The reunification process forces the child to have a

relationship with the parents against the will of the child (Dallam & Silberg, 2016).

Children with prior trauma who are not given appropriate treatment could reinforce

trauma and harm the child (Dallam & Silberg, 2016). A possible treatment known as

Giving Children Hope (GCH) can assist with the impact that parental conflict as on the

child (Rauh, Irwin, & Vath, 2016). A second part of the program offers group and

individual therapy that works with parents to decrease conflict and improve parenting

(Rauh, Irwin, & Vath, 2016). Children learn coping skills to identify true and false

information, keeping self and parents safe, responsibility of conflict, and relate to either a

good or bad parent (Rauh, Irwin, & Vath, 2016). To drive parents away from conflicting

issues with each other and reflect on the needs of the child. For an effective treatment,

children need to gain trust with the parents (Rauh, Irwin & Vath, 2016).

Functional Family Therapy

Functional Family Therapy (FFT) works with adolescents experiencing behavioral

problems, substance misuse, or conduct behaviors using a model-driven approach

(Hartnett et al, 2017). There are three phases of treatment involves 1) motivation and

engagement, 2) behavioral change, and 3) generalization (Hartnett et al, 2017). Phase one

drives to develop views of a family presenting a problem by reducing negativity and

blame with a sense of hope (Hartnett et al, 2017). Phase two motivates a change in

behavior through problem solving and learn to manage conflict (Hartnett et al, 2017).

Phase three teaches how to work with family by developing a plan for future challenges

the family might experience (Hartnett et al, 2017). The results of the treatment taught

parents in getting to know the adolescent and understanding reasonings for their behavior

with positive reinforcement (Hartnett et al, 2017).

Summary and Transition

The review of the literature regarding coping behaviors of adult children from

high conflict divorces. Researchers indicate the impact of parental high conflict divorce

and define a variety of treatment approaches to assist children of the effects. Case study

problems and purpose statement support the exploration of coping abilities of adult

children with or without treatment. An analytical framework enables integration of

examinations on how various factors of the lifetime effects from high conflict parental

divorce has on the child well into adulthood. Chapter 3 will include a description of

study, structuring and the conduct of collecting data.

Chapter 3: Methodology

Introduction

The purpose of this qualitative, phenomenological study is to explore surviving

adult children from parental high conflict divorces. A comprehensive understanding of

the individual’s coping behaviors may affect high conflict divorce and the prognosis of

PA. High conflict divorce negatively affects children, leading to a lifetime of emotional

and mental health issues. There is a need for examining coping behaviors of surviving

adult children. The conceptual framework for the study was based on the theory of

Bowen’s family systems and phenomenological reasoning for the effects of PA and high

conflict divorce. Chapter 3 includes the research method and design, role of the

researcher, and selection of participants. Other information includes the study population,

sampling, and data collection methods, and descriptions of the strategies to ensure the

study has reliability and validity.

Research Approach

Method

The platform for this qualitative study involved semistructured interviews with

adult survivors of PA and high conflict divorces. The primary research question

addressed in the study included the lived experiences of adult survivors of childhood high

conflict divorces. The use of a qualitative approach was useful in exploring how adult

survivors are coping from parental high conflict divorce in the field of forensic

psychology. A qualitative study was used to understand the individual’s dealing with

issues from the high conflict divorce as children. Other researchers performed studies on

PA and factors associated with the cause of PA.

Bernet et al. (2015) performed quantitative research on child psychological

maltreatment, exposing a child to alienating behaviors in the context of a high degree of

conflict between the parents. Bernet et al. identified the alienating behaviors that occurred

in an Italian sample of children and the reported associated psychosocial symptoms.

Mahrer et al. (2016) conducted a qualitative study of divorced families with children

between 9 and 12 years of age in three categories of moderate, low, and high impact of

interparental conflict. After 9 years, another evaluation was taken of the same children

during young adulthood, and Mahrer et al. described that the high impact of interparental

conflict was largely impacted into adulthood. Christopher et al. (2017) performed a

quantitative study using a parenting preventive intervention NBP to reduce postdivorce

mental health and emotional issues from a prior analysis made 15 years earlier in the

young adult’s childhood. The best approach for this study was using a qualitative

analysis.

Research Design

A phenomenological researcher collects information through interviews involving

a questionnaire. Phenomenology involves examining unique experiences of individual’s

lived situations, taken individually from his or her reality (Creswell, 2013; Weger et al.,

2016). This offers a richer and deeper understanding of those experiences from the

person’s perspective. The interview questions focused on the willingness of the person to

answer questions that revolve around his or her parent’s divorce and ways of coping with

the aftermath as a child into adulthood (see Creswell, 2013). Each person told his or her

stories about high conflict divorce and the impact this has or had on his or her livelihood.

Role of Researcher

My role as a researcher was to eliminate bias and personal beliefs from the study.

I collected participants’ unbiased interviews with a narration of individuals’ answers to

ensure the integrity of the collection and analysis of the data. The interview questions

were neutral, and I listened to participants attentively in each interview. Interviewees had

the opportunity to respond with their perspective and insight to each of the interview

questions on coping behaviors of high conflict divorce as an adult survivor. Each

response was recorded via a recorder, and I performed a written dialog for additional

validity and reliability of the study. Another responsibility of a qualitative researcher is to

enhance social science by providing enriching descriptions of the study context through

study samples.

MethodologyParticipants

The finding of participants involved searching adult survivors of high conflict

parental divorce (ACOD) via social media, such as Facebook. Several groups of ACOD

can be reached. The purpose of a sampling is to provide an understanding of the problems

addressed in the research questions (Creswell, 2013). Adult participants were varying

ages and included both genders of male and female. I chose individuals who experienced

negative connotations of high conflict divorce from mild to severe issues affecting their

person’s livelihood.

It is important for a researcher to establishment a good researcher-participant

rapport that is positive and a trusting (Creswell, 2013). Participants who are comfortable

and trust the researcher become more open during the interview process. The limitations

of distance created an issue because individuals were from different states; the interview

occurred via the Internet through a conference call or by phone. I provided an informed

consent before a discussion of interview questions so that the participants were aware of

the purpose of the study.

Population and Sampling

The samples included different cultures and states in the United States. The

sampling was purposeful so that I could focus on effects after a parent’s divorce. The size

of the sample is dependent on the saturation of people who are available to participate.

Maximum variation sampling allows common patterns of identification for collection of

data (Creswell, 2013). Another process of sampling, called snowballing, assists in

recruiting any additional participants in elite populations, such as ACOD (Creswell,

2013). To apply snowball sampling for additional participants, I expanded the population

size for suitable sampling.

Qualitative studies use a smaller group of individuals to participate in a study. To

achieve thoroughness of the study, a large number of participants is not a necessity

(Rubin & Rubin, 2012). The use of different locations and diverse culture added depth

and achieved different perspectives across the populations. Social media like Facebook

proved handy in communicating with a diverse population on the same topic for adult

survivors of high conflict divorces.

Data Collection

Instruments

Interviews were conducted with adult survivors from parental high conflict

divorces. Qualitative interviews require structure (i.e., semistructure), open-ended

questions, and context; at times, more questions can be added to produce information or

clarify the response from the participants (Creswell, 2013). Informed consents were given

to each participant to know what to expect in the interviewing process and the collection

of data. The location of the documents for the raw study came from the transcription of

interviews.

Collection Process

The collection of study data came from the interview narrations. Once the

narration was complete, a copy was given to each participant for review. I used a

semistructured interview to explore responses from participants regarding the experiences

of high conflict divorce and coping behaviors. The use of semistructured interviews

allows for researchers to focus on the topic in relation to the research question (Rubin &

Rubin, 2012). Locations of the interviews were dependent on the participants’ comfort

that allowed for effective interviewing with each person. Each person may be found in

different states in the United States. I used the telephone as it was more convenient for

the participants and I to communicate. I also noted visual observation of the person’s

physical and emotional responses to each question. The downside of using phone

interviews was a lack of detailed responses or limitations on rapport from the

participants. Phone interviews were recorded for the authenticity of the answers to the

questions given. I stopped reviewing here.

Data Organization

To organize participants without using personal information involves giving each

participant a number. When storing data, the use of a password protected computer with

corresponding files into individual document files with the number that associates with

the participant. Notes from the interview are taken during each interview that includes

observations and comments into identifiable codes or themes. The labeling of codes

allowed for a picture to develop identifying what a person’s coping behaviors were from

a parent’s high conflict divorce. After the study is complete, all collections of data remain

stored for up to five years and discard after all documentation after five years.

Data Analysis

Interview questions, explore the research question to guide the conduct of the

study: What are the lived experiences of adult survivors of childhood high conflict

divorce? Open-ended interview questions allow for the participants to give more than just

yes or no answers of the individual’s experiences and ability to share in-depth

information on coping behaviors after parental divorce in childhood. Below are the

interview questions the participants of the study respond to are:

1. What age did your parents’ divorce?

2. How old are you now?

3. Which parent did the court order you to live with?

4. Which parent was given visitations?

5. Do you recall if your parents had to take a counseling session or a program on

coparenting prior to finalizing the divorce?

6. When your parents had conflicts how did it make you feel?

7. Did you feel that one parent isolated you from the other parent with negative

comments or excuses for not allowing visitations?

8. At any point where conversations overheard or spoken directly to you about either

parent and what were some things said?

9. How do you feel about your parents co-parenting abilities after the divorce?

10. How did your parent’s high conflict divorce affect you socially, academically, and

emotionally?

11. How were your emotional needs met?

12. How did you cope with the disputes between your parents?

13. How many relationships with a significant other did you have in your life?

14. Are you married or divorced?

15. How has your parents effected your relationships with a significant other?

16. If you have children, how has your parents’ divorce affected your parental role?

17. What age did you start seeing a therapist?

18. How is your relationship with your mother now?

19. How is your relationship with your father now?

Participants of the study share perspectives, giving insight to various factors

affecting the individual’s coping behaviors after a parent’s high conflict divorce. A

review of literature supports the effects of high conflict divorce on children and clinicians

different approaches to treatment. The collection of data and analysis of the study aligns

with the theoretical framework using Murray Bowen’s theory of the Family Systems. The

Family Systems Theory (FST) of human behavior with the role of views of family on

emotional unity and thinking to describe the complex interactions (Titleman, 2014). FST

guides the conceptual framework to conduct a review of interviews as collected data to

categorize the coping behaviors of surviving adult children. The primary data analysis

technique used for the qualitative study is a coding process. The coding process provides

a theme in a qualitative research by categorizing and describing the collection of data

from the participants that aligns with the conceptual framework for this study. Appendix

F provides a list of codes used to analyze the collection of data. Once the study is

complete the results are sent by mail.

Issues of Trustworthiness

The process of gaining a rapport with the participants is important to build trust.

The purpose of analyzing data is not to define misconceptions, but to relate different

experiences effecting the surviving adult children of high conflict divorce. The reports in

the collection of data are made available by offering security and make participants feel a

part of the study. Although the information is sensitive full disclosure is available for

each participant, with the hope that the participants assist in creating a voice for other

adult children experiencing similar issues of high conflict divorce. Dependability

demonstrates trustworthiness for qualitative researchers beyond the reliability of the

study (Creswell, 2013).

Reliability and Validity

Reliability

During the study phase, qualitative researchers ensure dependability supports the

integrity in the collection data and the finding (Bryman, 2008). As a researcher, the

development of dependability of the findings occurs by conducting interviews with

participants, maintaining audio files and transcripts, a table of codes used to compare

each participant responses, and the written narration of each interview is used in the

analysis of collecting data to summarize the study findings (Bryman, 2008). A program

known as MAXQDA, is a software program that performs coding and transcribing audio

or video documentation during the interview with participants that adds to the reliability

of collected data. The MAXQDA allows for preventing researcher error or bias

information in the study process.

Validity

To ensure integrity of the qualitative research requires implementation of study

credibility and transferability (Bryman, 2008). The method of study credibility for this

project was taken from interviews, audio recordings, and direct observations, where

permitted by the participants. The semi-structured interviews used to gather data from

each source of coding to create a triangulation of the findings and provide overall quality

of the study (Bryman, 2008). The gathering of data from different states and diverse

groups supports a comprehensive examination of coping behaviors for surviving adult

children of high conflict divorce. The performance of credibility occurs when the

researcher identifies and rules out other explanations for the findings.

The conceptual framework of Bowen’s FST supports the collection and analysis

of study data. Bowen’s theory, FST is most suitable in the findings of the study as a

theoretical research because FST explains human behavior in a family unit. The direct

use of Bowen’s theory mentions how families have an effect on members under similar

emotional skin (Titleman, 2014). Emotional skin means a degree of change on thoughts,

feelings, and so forth of family functioning among other family members. The choice of

using FST was the best choice for the study. The interpretation of the findings centers of

Bowen’s theory of FST, providing credibility during the data analysis and conclusions.

To continue the validity of the study are to recognize researcher’s personal values,

researcher’s theory, or any preconceived notions about the reasons on how an adult copes

with high conflict divorces. Researchers who do not pay attention and manage their

biases could influence the response taken from the participants during the study and

create a corruption of data and analysis process (Hammersley, 2000). To overcome bias

requires an internal review of conscious and unconscious feelings, behaviors, and

decisions associated with the how and why of the study. By confronting any bias using an

open mind and remain tolerant. Most importantly, by putting myself in “their shoes”.

An alternate process for keeping unbiased information would include study participants

with a copy of the study findings and conclusion. Then the participants can review and

offer any suggestions or comments the person wants to add. The feedback enhances

credibility and accuracy in the collection and analysis of data. Once final approval is

made, participants receive a summary of the final review for the study with their

recommendations, findings, and the conclusion.

Ethical Procedures

The collection of data from participants may cause minor risks of discomfort (i.e.

stress, emotional upset) when discussing sensitive topics of life experiences that may

arise during the interviewing process. Minimal discomfort while conducting the interview

with participants at all times. At the beginning of each interview a disclosure statement is

given that discusses letting the participants know to tell the researcher to stop at any time.

Participants do not have to respond to each question of the interview if they feel

uncomfortable or wish to withdraw from the study. If an individual is under severe

distress, for example, anxiety attack or interruption to breathing, the interview is stopped

and the interview is not included in the study.

Before conducting each interview, participants receive information about the

objective and intent of the study. An informed consent is given for review and signing.

Appendix B shows what the participants receive as an informed consent. None of the

participants receive incentives as an exchange for participation. Participants have a

choice in determining if they wish to participate in the study as noted in the consent form.

All participants of the study are given numbers to identify them during the process of

data analysis. Interview questions do not identify the participants other than gender, age,

and ethnicity.

Walden University’s Institutional Review Board (IRB) guides the structuring and

conducting of the study data collection process. An identification number was given by

the IRB, 413180572547, with the approval to collect data from participants. The storage

of data collected and analysis are kept in a locked password coded safe for up to 5 years.

This process protected the rights of the participants. This included hard copies of

transcripts or data collected for the study. Only I had the key code for the safe to promote

the security of the research.

Summary and Transition

Chapter 3 is a plan of action for the process of collecting data and the analysis for

the problem stated in Chapter 1. Each section explains the intent, research design,

population sampling, and analytical methods used in the study process for coping

behaviors of surviving adult children after parents’ high conflict divorce. The qualitative

research approach produced a better understanding of the findings that explained the

answers to the research questions and the theoretical framework. Chapter 3 combines the

scholarly literature and data analysis phase by reporting the findings during the collection

of data. Chapter 4 will determine the findings from the data collection taken during the

interview process with participants. Then will describe the comparisons of the

participants responses to each other and answer the research questions aligned with the

theory proposed.

Chapter 4: Research Findings

Introduction

The purpose of this study was to determine how high conflict divorces affect adult

children's ability to cope effectively socially, emotionally, or academically. Bowen's

theory of the family systems (as cited in Titleman, 2014) and the phenomenological

approach were used as the research framework. The interviewing process included

questions relevant to the coping behavior of the participants from their parent’s high

conflict divorce as children. The data from this study identified the experiences and

coping behaviors of adult children during and after their parent’s divorce.

Restatement of Research Questions

The research questions that guided this study addresses the gap that exists in

current literature as seen below:

Research Question 1: What are the lived experiences of adult survivors of

childhood high conflict divorce?

Research Question 2: According to adult survivors of childhood high conflict

divorce, how have these childhood experiences affected adult relationships?

Participant Demographics

The demographics of the participants were adult children who experienced their

parents' divorce as children. Participant A was a 36-year-old female who experienced her

parent's divorce at the age of 5. Participant B was a 25-year-old female who experienced

her parent's divorce at the age of 13. Participant C was a 36-year-old female who

experienced her parent's divorce at the age of 3 ½. Participant D was a 25-year-old

female who experienced her parent's divorce at the age of 14. Participant E was a 56year-

old male who experienced his parent's divorce at the age of 13. The participants came

from different ethnicities and locations across the United States. The participants who

experienced their parent’s high conflict divorce were either school age or adolescents.

Children have different coping abilities in situations that are stressful based on the

person’s innate abilities, such as temperaments and mental developments (American

Academy of Pediatrics, 2012). The child is either easygoing going in nature or thrown off

balance by change. A clear understanding for how the child handles tougher situations

depends on the support of family and friends (Academy of Pediatrics, 2014). The success

of positive coping skills occurs on the basis of prior circumstances that were successful in

change (Academy of Pediatrics, 2014). How the child responds to stressful situation

depends on the child’s development and include temperament.

Evidence of Trustworthiness

Credibility

As stated in Chapter 3, I used an audio recording device to enhance the credibility

of the study. This eliminated time, asking the participants to repeat a response that takes

the focus away from asking questions or the need to give follow up questions. The

locating of participants came from an open call on Facebook. I did not select who the

individuals were, only that the person had to have experienced their parent's divorce as

children and were not currently seeing or seeking counseling.

Transferability

Once all the interviews were completed, I transcribed all of the responses to

written material. The use of an audio recording allows for focus on the participants’

answers to the questions, eliminating asking to repeat the responses or long pauses while

collecting the answers. The transcription of information took time to ensure that every

word taken with the audio recording was a word-for-word response. No outside programs

or organizations were used in the transcribing process.

Dependability

I used phone interviews and voice recordings that were dependable. The

MAXQDA software program transcribes information into codes on the basis of identical

responses among participants. Follow-up questions were given when more of an

enriching answer or some clarity to the previous questions was needed. For example,

participants gave the response "I felt like a pawn." As the researcher, I inferred what he

or she was saying, but I asked the participant for a clearer understanding or to give

examples to how he or she "felt like a pawn." This process prevents biased responses

from the researcher. The repetitive responses, with the use of coding to produce common

or like responses, indicated how the individual dealt with the divorce.

Confirmability

The establishment of confirmability ensures credibility in qualitative research.

The purpose of using qualitative research offers an understanding of the phenomena,

thereby enhancing credibility (Bryman, 2008). Only the participants can judge what the

results become. The researcher brings a unique perspective to the study that corroborates

or aligns with the research topic. After the study, the researcher conducts a review or

examination of the collection of data by making a judgment for potential bias or

distortion (Bryman, 2008).

Setting

The setting for collecting data from participants was as follows: my residence in

an isolated room of the house and phone conversation while participants remained at their

residence. This type of setting allowed for the participants to remain comfortable talking

about possible sensitive information that the individual may reveal. The interviewers

chose times where the individual could speak in private. At the time of the interviews,

each participant had no contributing factors, such as currently seeking therapy from a

counselor or psychologist. There were no current issues in the individual's life, such as

trauma, finances, or relationship issues with a significant other.

Review of Data Analysis Process

In the beginning, there was a list of 25 willing participants from different adult

ages and gender. Once a review was made during the informed consent process, some

participants were unable to participate due to current issues not resolved. These

participants were eliminated from the pool of participants, leaving only five individuals

to participate in the study. The data were gathered from interview questions. During the

interviewing process, an audio recording device and telephone communication were used

to accurately quote the participants’ responses. After the interview, I transcribed the

audio recordings (Appendix D). The duration of the phone interview ranged from 20 to

45 minutes depending on whether the need for follow-up questions to gain insignt about

the responses given from the participants.

MAXQDA is a software program that performs coding and transcribes audio

documentation from the collection of responses taken during the interview. The use of

vivo coding was useful for the process of the breaking down raw material on the basis of

actual words spoken to create a theme or pattern. I chose vivo coding to highlight the

voice of participants by giving meaning to the data. MAXQDA emphasized key words to

describe the participants’ emotions and behaviors they experienced through spoken

language, displaying a common theme. After separating the data and recognizing a

common theme, social norms and age were a factor.

Participant Responses

From the research questions, a theme or pattern occurs among the participant's

responses. Responses to interview questions address more than one theme. The interview

data describes saturation to the study indicating there were differences of coping

behaviors, but appear to fit logically in the study. A qualitative approach allows me the

opportunity to engage with the participants as I investigate the phenomenon surrounding

the experiences and understand why the individual's use of coping behaviors. Those lived

experiences explain continuity among a larger population of adult children's experiences

during their parent's high conflict divorce. The descriptions below assist the reader to feel

an essence of the participant's voices told during the interview.

Participant A is a 36-year-old female who experienced her parent's divorce at the

age of 5. The courts ordered her to live with her mother as her primary caretaker. Her

father was given visitations ordered in the decree of the divorce to every other weekend

and holiday by supervisions. During the divorce proceedings, the court ordered her father

to seek counseling because he was an alcoholic. Neither parents had to take parenting

courses/ classes before the finalizing of the divorce. Not much was remembered from the

divorce stated by participant A, but she explains feeling like a pawn between her parents.

She said, "My father would randomly cancel health insurance because he stated, “Well

the children do not live with me why should I have to pay”. Although her mother

encouraged visits with her father, her father was the opposite by “demonizing” her

mother, stating “Your mother took me away from him and not allow visitations.” Most

visits were not taken by her father because he said, “That the chaperones were his

mother's fault for having supervisions during the visits. A lack of co-parenting did not

occur because her father spent only a handful of times visiting her. She was an

introverted child with trusting her emotions with others for 16 years. A very close

relationship was with her sister and her mother was very attentive to her needs. After a

couple of years, her mother remarried and considers her stepfather as "dad". When the

disputes between her parents became too much, she would isolate herself. She states, “I

had 3 significant relationships before her marriage to current husband and only married

once.” Since having her mother support her in every aspect of her life, she was able to see

from her mother's current marriage "What a great relationship looks like". At the age of 6

or 7 participant A started seeking counseling and again at the age of 20. She no longer

has a relationship with her father and he has never met her husband or children. She

states why she does not have a relationship with her father because "I got tired of being

the adult. He has my contact information, but chooses not to have a relationship”.

Participant B is a 25-year-old child who experienced her parent's divorce at the

age of 13. Her mother was the primary caregiver. The courts did not order co-parenting

classes or seek counseling before the finalizing of the divorce. She felt anxious when her

parents had conflicts. Participant B states she was isolated from her father geographically

because he lived in Southern America. Most of the arguments her parents had were about

finances, lack of communication and both parents talked poorly about each other to her

when there were conversations. After the divorce co-parenting between her parents were

no existent and zero communication. The lack of emotional support affects her socially

because she had issues with anxiety which led to an eating disorder. In unpredictable

environments, she would become anxious and seclude herself. Academically she did

well-seeking validation and cause for perfection in the things she accomplished. At the

age of 21, she sought counseling with a therapist where she learned healthier coping

behaviors through breathing techniques. She has had one serious relationship that led to

marriage and no children yet. Currently her relationship with her mother, as she says,

"We have shared the experience with the divorce and enabled us to bond better". Her

relationship with her father is "surface level" and "No deep meaning in their

conversations involving our emotions, almost feels like an acquaintance".

Participants C is a 36-year-old female who experienced her parent's divorce at the

age of 3 ½. The courts ordered her mother as the primary caregiver and her father was

allowed scheduled visitations. No court orders for parental counseling, but she states,

"Doubt they would have willing". She felt torn when her parents had conflicts because

her mother was an instigator. Both parents despised each other with anger. Her mother

had no issues expressing her anger with lots of bickering between the two. Because her

father had issues with alcoholism, her mother would put him down in front of her. Often

overheard conversations of her mother talking down about her father to anyone her

mother was in contact with, including her mother's friends. She states her mother would

say, "He was a loser and could not take care of kids". As an adult, she sees things

differently in the fact that the information spoken about her father was not true. That her

mother was controlling and not allow anyone to have custody of her and her brother.

Coparenting was non-existent with the only communication involving yelling and

screaming between her parents. She recalls her father would attempt to stay calm when

her mother would cause drama. Her father was never told about upcoming birthday

parties and if she asked her mother gave a pity party that her father did not love them.

Her mother would state, "He does not need to be here, you have me". Socially, participant

C became needy and seeking affection and attention, especially when her mother was

working 2or 3 jobs at a time. Since her mother was not around that often she became to

the caretaker of the household. When in the presence of her father, she felt like a different

person because the amount of attention she was getting from him. The school was not

successful in school and mostly struggled by figuring out her assignments alone.

Emotionally she was goofy by making others laugh to hide how she was really feeling.

Her coping behaviors or outlet came from singing. She was involved in a choir where she

excelled and received validation from other asking advice about singing. This was her

outlet as she buried her emotions. Then her father committed suicide and she remained

catatonic for 2 and half months by not speaking to anyone about anything. Crying was

not a permitted emotion in the household. When her parents had conflicts, she would

ignore the fights and was not really sure what was happening at that age; but remembers

asking for her father.

Participant C had 3 serious relationships in high school. She states, "I was trying to fill a

void when having bad relationships with my first child's father at the age of 19". When

she went to college, she had one relationship with a significant other and they soon

married, going on 12 years. The marriage had ups and downs, but they were able to work

through the issues. She has struggled with her mother who disapproves of her husband.

Her mother made comments that she was not worth much and not able to make it on her

own. Participant C indicated that her mother's opinion of men as manipulative. She has

not had communication with her mother for 8 to 9 years because of her mother's behavior

was not changing for positive. Her father remarried before his death and participants C

claims her mother was jealous of that relationship and attempt to turn her away from

them. At this time she still has a close relationship with her stepmother and sees her as

her mother. She states, "Their relationship together displayed what a good marriage looks

like and why she and her husband have a strong marriage".

Participants D is a 25-year-old female who experienced her parent's divorce at the

age of 14. Visitations were set by the court as 50/50, meaning parents shared the custody.

Parenting classes were a requirement of the divorce before the finalizing the divorce.

There are still issues to this day with her parent’s divorce over custody changes and child

support. She feels horrible when her parents have conflicts. Both parents attempted to

isolate her with negative comments about each other to her. Things that were stated or

overheard were how her father and stepmother were alcoholic but were not. Her mother

said mean things about her stepmom in an attempt to tear the family apart. Participant D

states there was no fluid co-parenting that was positive. The effects of the divorce caused

depression and anxieties. She isolated herself from others by staying home and not going.

Often times self-harming by cutting when listening to the arguing between her parents.

She was left caring for her brother often. Her emotional needs were never met.

Participants D said she did not know how to cope, but she was able to speak with friends

and found ways to avoid being home, by either taking a job or staying with friends. She

has had 3 serious relationships with significant others. At the time of this interview she

was married to her husband, going on 7 years. The effects of the divorce cause severe

trust issues with men or others. She consistently worries about what she should and

should not believe. Her children are given the same needs that she did not have as a child.

She states, "My parents showed me what not to do with my children". Since her parents

still have ongoing divorce custody issues, her mother asked the court to put in the decree

that the two cannot be in the same room as her father and stepmom. She began therapy at

the age of 16, which only lasted with three visits. Although there are still issues with her

mother, the relationship is okay. She sees no issues in the relationship with her father and

he visits her often.

Participants E is a 56-year-old male who experienced his parent's divorce at the

age of 13. Divorce was not common during his childhood. The court gave his mother

primary custody and his father visitation rights. No requirements were made for his

parents to take counseling or classes. Both of his parents were alcoholics and he would

lock himself in his room when the two would argue in the hopes of not hearing them

argue. His parents gave rewards if he would go with them for visits. Often told there was

more freedom living with one as opposed to living with the other. His mother talked

poorly about his father because he says she hated him. Since his parents lived 40 miles

away, he saw that the co-parenting as "okay". His father never missed a visit. Participant

E felt as those the divorce was his fault and was not successful in his school work. He

came from a small town and found his emotional support with his sister. Friends were

hard to have because no one was able to relate to his experience of divorce. He often just

withdrew due to lack of friendships with his peers and relationships with his parents. The

effects of the divorced caused him to stay in a 23-year marriage even though the two

should be divorced. He felt the need to stay because he did not want his kids to

experience what he went through and not have the everyday experience with his children.

But she stated, “I knew I stayed longer than I should have and waited until his children

were adults before divorcing their mother.” He eventually divorced and is currently in a

new marriage with a significant other for about 8 years. The role of a parent made him

guide his children with strict discipline by not allowing his children to talk back and their

mother agreed. No counseling or therapy sought. He was able to reconcile with his

mother before she became deceased. With his father, he was able to talk to him without a

"screaming match".

Identified Themes

As indicated from literature review during Chapter 3, divorce is not uncommon in

today’s social norm (Filder and Bala, 2010). Participant E indicated that he lacked

support with his peers because divorce was not socially acceptable. Participant E

responded that he was divorced, unlike the other 4 –participants, who were married. He is

the only male participant for the study. During the process of acquiring participants for

the study, many male interviewees' did not want to participate. Male participants stated,

“Bringing up “old wounds” would hinder them moving forward in life and did not see a

reason to rehash or discuss the past.” The rest of the participants were females.

Participant A and C experienced divorce under 10 years of age and participant B, D, and

E occurred as adolescents.

Common behaviors of the participant’s parents during and after divorce involved

alcoholism, lack of emotional support for the participants, fighting, and retaliation.

Alcoholism was prevalent in participant A and C’s father and participant E included both

parents. Participant D was the only participant were a court order mandated the parents to

take co-parenting classes. Participant A’s mother supported visitation with her father and

offer emotional support when her mother could. The relationship for Participant C’s

mother became estranged by the time she was an adult. A 100 percent of the participants

acknowledged their parents would fight over custody arrangements, finances, and

retaliation occurred during the divorce. Participant A’s father would cancel insurance

when he was angry at her mother. Participant B’s parent’s talked poorly to each other and

to her as a child, making her “stuck in the middle”. Participant C’s mother instigated

issues with her father by talking poorly about her stepmother, stating she was an

alcoholic, when she was not. Although participant C is an adult now, the custody

arrangements are still volatile because her brother is 13 years of age and both parents

continue to argue on the topic. Participant E’s parents were alcoholics and often argued

over random things, to include custody arrangements. To get participant E to side with

the mother or father, both parents would barter with him by buying him items.

Common emotions among participants included the “feeling like a pawn”,

isolation, anxieties, commitment, and eating disorder. A 100 percent of the participants

“felt like a pawn” with one or both parents and dealt with anxiety issues that affected who

they are now. About 75 percent of the participants claim they are introverted. Participant

C used alternate behaviors by using singing as an outlet and attempt to make others smile

or laugh. Participant B and D self-harm by restricting diet that caused an eating disorder

and cutting the body as a means of control. Participant A feared affection from others and

participant C sought affection for validation.

Theme Analysis

While identifying a common theme an analysis of the data was made. A 100

percent of the participants agreed that their parents lacked co-parenting skills during the

divorce. The parents lacked communication with each other, either by not divulging

information about the child’s activities, such as not telling another parent about

conferences or school activities. As for participant E, his father lived 40 miles away and

ensured that he did not miss a single visitation with him. Due to him living further away

the parents did not have to speak to each other as with the other participant’s parents who

lived closer.

During the analysis the needs of the participants were not always met by the

parents. Participant A and E’s support was sister/sibling, and the other participants did

not have support or found friends to lean on. The theoretical framework indicated how

important family structure and support molded children into adults. By mimicking

parent’s behavior, the participants either found opposite ways to manage a marriage and

children because as adult children decided that what the individual felt they needed as

children. Participants A, B, C, and D took on multiple relationships before marrying

without a divorce. The participants felt that open communication was most important to

building a successful marriage, along with trusting their partners. Surprisingly during the

analysis only 2 participants sought therapy for other reasons. Only participant C

discovered through therapy that she had unresolved issues with her mother.

With further analysis on coping behaviors 3 of the 5 participants were introverted

and withdrew from everyone. Participant B was not allowed to display emotions of

sadness because this was seen as a weakness taught by her mother. Participant D decided

to find other options that kept her away from the home by staying with friends or taking

on a job. The reasons that the participants selected friends or withdrew as a means to

coping became dependent on whom the individual could trust to support their needs. The

individuals did not have support at home and lacked communication; the participants

began to deal with the issues in a way that best fit the circumstances going on at home.

As children the participants saw the increase of hostility and would take upon themselves

to keep the peace because as children, the participants saw themselves as the issues

between the parent’s arguments.

Majority of the participants had several relationships with significant others

before marrying. The participant to divorce or remarry was participant E. Participant C

mentions that her relationships with a significant other became a need to seek a father

figure that was missing in her life. The other participants took different negative factors

their parents had during high conflict as to what not to do, especially for their children.

The learned behaviors involve communication when disagreements and issues arise

within the marriage. However, participant E made the sacrifice for his children to stay in

an unhappy marriage. Table 1 correlates the theme between the participants experiences

in coping behaviors of their parents high conflict divorce.

Table 1

Comparisons of Participants

Participants Coping

behaviors

Feeling like

a pawn

Marriage Emotional

support

Therapy

female

Introverted Yes First Feared

affection/

sibiling

female

Restricted

diet

Yes First No one No

female

Singing &

stay away

from home

Yes First Sought

affection

Yes

female

Self-harm

through

cutting

Yes First No one Yes

male

Isolation Yes Divorced Sibling No

Summary and Transition

The findings in Chapter 4 describe the lived experiences of adult children after

their parent’s high conflict divorce. The designing of the research was purposefully

aligning with the strategies to investigate those experiences from the interview process. A

narrative of the participant's responses displays a frequency among the demographics and

inclusionary representations. The conclusion of Chapter 4 merges the study results with

my research questions to align with the focus of my findings that provide an explanation

of how children experience and an understanding to the coping behaviors during their

parent's divorce. The divorce impacted how relationships with significant others formed

and ways of dealing with the lack of emotional support given by their parents.

Chapter 5 correlates the findings that align with the qualitative approach founded

from the research questions. The pool of participants outlines his or her experience as

children who went through their parent’s high conflict divorce. The details explain the

limitations of the study with details and recommendations for future research. The

findings from the study are shared so that legal system and psychologists/counselors have

a greater understanding to the importance on how high conflict divorce as children effects

adult children.

Chapter 5: Discussion, Conclusions, and Recommendations

Introduction

In this phenomenological study, I explored how the adult child experiences their

parent's divorce as children to understand the effects divorce has on a person's ability to

cope and the factors of that divorce. The experiences of five adult children were from

different locations within the United States and a variety of ages. The interviews were

taken via phone conversations and the use of an audio recorder. I found a high probability

for unhealthy coping skills during a parent’s divorce. All of the participants were not

given the support a child needs, such as a lack of healthy communication, displays of

negative coping behaviors with anger and resentment towards the opposite parent, and a

lack of affection or listening to the child’s wants. Participants struggled in relationships

with significant others, but 80% of the participants reflected on how negative or traumatic

the divorce was as children to prevent future divorce in their marriage. For Participant E,

he closed himself off to repairing the marriage by waiting until the children were adults

and no longer in the home. Because he has remarried, he has learned better

communication and the steps necessary to keep a strong relationship with his significant

other.

The results of the study will create a change to provide intervention techniques

and give counselors a different perception when treating young and adult children of

divorce. The legal system should also take the welfare of the child into considertation that

relates to relationships with the mother and father as a whole, even if that means getting

the parents to take coparenting classes or seeking assistance with a counselor. Chapter 5

includes a discussion of coping causes of the divorce an a case for more future research.

Interpretation of Findings

Previous researchers did not directly indicate how adult children experience the

divorce of their parents. Often the information was told in the nurturing aspect, but there

was a lack of information about how the cause of divorce impacts a person. Most of the

research aligns with the effects of divorce on children, but the clinical world does not see

PA or high conflict divorce as a single mental health diagnosis on the basis of divorce.

The underlying mental health issues are taken into consideration instead of the impact

divorce has, such as depression or anxieties mentioned by the participants. The findings

from the individuals indicated implications for unhealthy coping skills from their parent's

divorce.

Research Question 1

The participants revealed a common theme on how adult children of high conflict

divorce experience the divorce and the ways they cope with those issues. Bernet (2016)

suggested that how parents with innate personalities and indications of known mental

health issues, such as narcissism, which many of the participants indicate more of the

mother's role during and after divorce a stronger force in the adult child's life that took

part in how the individual dealt with day to day issues. Few of the participants’ mothers

displayed support for the children that was positive, and the father took on an opposite

role displaying negative effects with the child. The approach mothers were using aligned

with the diagnosis of parental alienation by Gardner (as cited in Lorandos & Bone, 2016;

as cited inWhitcombe, 2017). Participants stated how the mother or father would bribe

them as children or cause isolation from the other parent. Participants heard comments

from the mother or father that degraded the other parent, making the child see the parent’s

perception of the alienated parent. Children are easily manipulated by their parents

because parents are the resource on how a child behaves and interacts with society

(Titleman, 2014).

Courts and psychologists must focus on the best interest of the child. Interventions

are most valuable when making both parents take a role in coparenting classes to alleviate

the struggle of which parent is of a stronger value to the child by making both parents

responsible for a team effort with the child/ children (Knopp et al., 2017). As the parents

look beyond self-hurt, they must guide the child through such hardships the child is

dealing with. After speaking with the participants, I found that the structure of the family

is valuable to a child's emotional support. Like Bowen's theory of family systems

suggested, the changes of a parents' high conflict divorce reciprocate negative coping

skills for children who are not aware of how to manage the divorce (Titleman, 2014).

When the parents ignore the needs of the child in place of the mother and father's, it

creates conflict, stress, anxiety, and reclusion from others in their children (Titleman,

2014).

Each of the participants had a different approach to coping with the issues of their

parent's divorce. Coping behaviors of the adult child as a child were ways of overcoming

the circumstances at home. The immediate effects for negative coping behaviors by

participants were to mask an underlying issue, creating an increase in dysfunctions to

strengthen and maintain the abilities to cope. Certain negative or unhealthy coping

behaviors from participants included avoiding problems because they feared more

arguments or losing the chance to visit the other parent. Participant B mentioned that she

had an eating disorder, and Participants C stated that she had extreme anxiety with a lack

of showing any type of emotions to include crying. After speaking with the participants, I

deterlined that children need healthy alternatives that parents should or could teach their

children.

Research Question 2

Participants discussed information regarding how they interacts with their

significant other through hardships, marriage issues, and the original focus of the

relationships. For example, Participant C stated that she was trying to fill a void for an

absent father figure when she was 19 and the father of her first child. She stated that she

did not marry him because of the reason to have a man fill the fatherly role, but is married

now and found peace. Participants were aware of the type of changes needed to occur for

a successful marriage and give healthy support to their children. This derived from a

desire that the participant indicated the needs they were searching for as children, when

raising their children.

Participant E struggled with his first marriage because he did not have a support

system while he was a child. He had difficulty relating to other peers or individuals

because divorce was not common at his age. Participant E stated how he began to blame

himself for his parents’ divorce. Participant E could not go into depth as to why he felt

this way or blamed himself. His parents’ arguing, divorce, and alcoholism were

traumatic. From Participant E’s response, the reason his first marriage was unsuccessful

was due to his inability to communicate without the fear of divorce and become isolated

from his children. “He needed the relationship with his children” Participant E stated.

Participant E stated how he is openly communicative in his new marriage.

Participants, A, B, and D focused on the steps they had to take to encourage a

successful marriage. If issues arise, each individual believed an open dialogue is

important to build trust and understanding. Participants focused on the negative outcomes

during childhood relating to their parent’s divorce to create change in their marriage and

raising children. This is a major factor that influenced the participants through fear, lack

of trust, and internal desires. The individuals do not want to subject their marriage or

children to the same trauma that the participants went through as a child. I stopped

reviewing here.

Limitations

Limitations of the study include specific factors for phenomenological

investigations. The focus on lived experiences for a specific population and other forms

of interactivity were not explored. For instance discussions with the parents and the

participants, by not including the parents perspective proves as a limitation for the study.

Most of the participants had occasional interaction with their parents once becoming

adults. This limits the findings of how to apply to the general population of adult

children. The purpose of the study contributes to learning how adult children experience

and understand their coping behaviors and how to apply that to future relationships with

significant other or raising children of their own. The findings are best understood in the

contact of the 4 adult children with whom I interviewed for my research. Transferability

can determine the consideration of detailed descriptions given by the participants of adult

children. The use of adult children as participants in the study have the time to identify

who they are separate from their parent and visualize true feelings one has as a child.

Another limitation of the study is the need for more male participants. In the study

I found that the male participants refused to participate because they did not want to

revisit the past experiences and felt they had moved forward. Men could create a better

understanding for male children who suffer with the same issues of their parent’s divorce.

The information given by men, explores more about how clinicians can actively support

the child in therapy and intervention techniques. The next researcher could focus only on

male participants in a study to create a new insight about the experiences of parent’s

divorce.

Delimitations

The current study was limited to male and female adult children from parental

high conflict divorce. Delimitations are used to narrow the scope of this study to identify

what is not included for the study. The selection of participants came from a media post

on Facebook that required individual adults who experienced their parents’ divorce as

children. In the process of conducting the study, there were no indications of

untruthfulness, and all participants were vocal and excited to participate in the study. The

participants expressed a need for focusing on children who experienced high conflict

divorce with a need for creating positive change.

Recommendations for Future Research

The phenomenological approach to the study offers a preliminary view

surrounding the coping behaviors of adult children in a way they were able to form a

barrier to protect themselves from their home environment. Previous research did not

explore the effects of divorce after a child becomes an adult and the impact made on their

decisions with their children and significant other. The study offers a foundation from

which to build future investigation that will continue to explore the impact divorce has on

a person. A suggestion for future research to consider can include intervention programs,

courts adhere to making parents taking counseling/ classes before the finalizing of a

divorce. I asked the question to participants, "What is your opinion would something

need to change in order for children not to have such a negative impact on their lives?"

The participants suggest encourage the family to take classes that teach parents how to

handle disputes amongst themselves, support groups for children to discuss and openly

feel as though they are not the only one (that there are others), and the courts to consider

health outcomes for the children besides who the child should have as a primary

caregiver. In some states such as Delaware, give parents 50/50 custody (Delaware Courts,

n.d.). This allows the child to have equal parental involvement and a better relationship.

A recommendation for future studies involves following up with courts and

include new intervention techniques to guide parents in healthier relationships with

children (Wamboldt, 2016). Divorce is not just involved parents, but the children who

experience the divorce. The interviews indicate an impact on mental wellness, the scope

of the chosen coping behaviors, and the lack of support not given to children of divorce.

Since children are a sensitive population to use as a target for future studies, maybe

working with adult children of divorce offering classes or discussion groups that offer

opinions of what needs to change to reduce the negative impact that divorce has on a

child.

Implications

My study presents a picture of adult children from high conflict divorces in

different locations within the United States found through media of Facebook. Their

stories implicate a knowledge surrounding how adults experienced and understood their

approach to coping with their parent's divorce. Eventually took on the parents' divorce as

a means of finding alternative approaches to building relationships with an opposite effect

for what was seen as children. The enriching descriptions from the participant's stories

are the base of my recommendations to create alternative means to ensure divorces are

thought about the child, even to include more classes or intervention techniques that build

healthy coping behaviors of the parents with their children.

Early in my research, I proposed this study has relative implications for

researchers, court systems, and psychologists. The participant’s voice expresses the lived

experiences were present as I explored and defined the phenomenon. The dialog of the

research initiates communication with adult children from high conflict divorces. While

exploring how adult children of high conflict divorce and understand the choices of the

participants coping behaviors, my study's findings create a further investigation into the

coping behaviors after or during the divorce when parents lack connectivity between the

cause of divorce of a child's psyche. More focus and expansion of samples are

considerations for researchers who seek to continue the investigation with adult children

from high conflict divorce by seeking to define gaps in scholarly literature. This research

is just the beginning to encourage future exploration on the topic of children and divorce.

Adult children of my study's findings experience negative impacts from their

parent's divorce which continues into the individual's adulthood. A parent could benefit

from my findings that create a great discourse in the lives of their children from selfish

behaviors. If parents recognize the importance of co-parenting and display a stronger

family unit, children could learn to explore healthy options for coping with their parent's

divorce. With the assistance of the courts and psychologists review on the impact of

divorce, more notice could be taken to create alternatives of the divorce on the basis of

the parent's behavior during divorce.

The adult children in my study were very open with their comments regarding

personal effects from their parent's divorce. Most of the participants appeared to need a

voice and someone to speak to about those experiences. The other participants who did

not participate in the study, proven deeper mental and emotional issues they were not able

to deal with or chose to move forward by leaving things in the past that happened as a

child. The participants discovered from their parent's high conflict divorce an

appreciation on working on better communication skills with their significant other. The

approach for parenting derives from the participant's needs during childhood while their

parents were divorcing. The change creates a more positive and healthy atmosphere for

their children.

Conclusion

Previous studies did not investigate the coping skills of children into the

individual's adulthood. As a researcher and completing my higher education, the

importance of children's livelihood during their parent's divorce drove me to study a

deeper understanding of those effects and created an interest in my topic. The void of

scholarly literature in my study addresses adult children's experience as children from

parental high conflict divorce. The investigation process utilizes phenomenological

methodology to create a pattern to compare like stories of participants. I interviewed 5

adult children who experienced their parent's divorce as children. The selection process

for participants came from volunteers on Facebook social media. The in-depth interview

with participants was completed through a phone call and audio recording device to

provide enriching data.

My findings reveal a common pattern for alcoholism", "feeling like a pawn",

"lack of emotional support", "isolation", "anxieties", "fighting", "retaliation", and

"commitment". The participant's experience creates an image of what children cope

during their parent's high conflict divorce. Participant's memories form a need for a

different outcome in their adulthood with a significant other and co-parenting one's

children. The benefit of the study provides a platform for psychologists, legal

organizations, and future researchers a greater need with a focus on children during

divorces.

This study process provides a deeper insight into the lives of children during

divorce and understands different approaches to giving children a chance for healthier

coping strategies for the parents and children. A purposeful design of the study focuses

on the voice of the participants. Participants involved in the study that I interview share

valuable perspectives into the like phenomenon. Evidence indicates the value of

coparenting from parents with their children during a high conflict divorce. My research

is the first step to understanding the connectivity between coping behaviors and parental

divorce. A recommendation for further research includes: (1) investigating types of

intervention techniques during divorce, (2) expanding the target population to include

more adult children from high conflict divorce, (3) studies involving more successful

treatments that focus on the child and the effects of divorce with the parents, and (4)

exploring how parents experience and understand their children’s coping behaviors

during divorce.

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