As conflict specialists engage in long-term parenting disputes, it
is crucial that we consider our practice knowledge as hypotheses
in need of testing, which we record and share among ourselves.
Technology-facilitated communication continues to infuse itself
throughout the culture and more “digital natives” are becoming
parents. Conflict specialists will need to be actively engaged in
thinking about and developing appropriate methods that respond
to these major alterations in human communication and parenting.
Boyan, S., & Termini, A. (2005). The Psychotherapist As Parent Coordinator in
High-Conflict Divorce: Strategies and Techniques. Routledge.
Hayes, S. (2010). "More of a street cop than a detective": An analysis of the roles
and functions of parenting coordinators in North Carolina. Family Court Review,
48 ( 4), 698 – 709.
Hayes, S., Grady, M., & Brantley, H. (2012). Emails, statutes, and personality
disorders: A contextual examination of the processes, interventions, and
perspectives of parenting coordinators. Family Court Review, 50 ( 3), 429 – 440.
Mayer, B. (2009). Staying with conflict: A strategic approach to ongoing disputes. San
Francisco, CA, USA: John Wiley & Sons/Jossey-Bass.
Sullivan, M. J. (2013). Parenting Coordination: Coming of Age? Family Court
Review, 51, 56– 62.
About The Author
Sherrill Hayes, Dr. Sherrill W. Hayes is
Associate Professor and Director of the
Master of Science in Conflict Management
at Kennesaw State University, just outside
Atlanta, Georgia. He joined the Academy of
Family Mediators in 1999 and has been a
member of ACR since its inception. Dr.
Hayes worked as an all-issues family mediator
in England while completing his PhD at
Newcastle University. He also served as the Child Custody and
Visitation Mediator for the 18th Judicial District in North
Carolina and began practicing parenting coordination in 2006.
He was a founding member and past president of (now defunct)
As conflict specialists engage in long-term parenting disputes, it is crucial that
we consider our practice knowledge as
hypotheses in need of testing, which we
record and share among ourselves.