Children's Experiences with Family Justice Professionals in Ontario and Ohio
Why this work is in the frame
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Bibliographic record
Abstract
There is increasing recognition in law and social science research of the importance of having children participate in post-separation decision making, though there is not a clear consensus on how this should be done. This article reviews the social science literature about children’s participation in the family justice process and presents results of a study in Ohio and Ontario with 32 children between 7–17 years of age, who either met with a judge, had a children’s lawyer represent them, or spoke to a mental health professional in a custody evaluation. Themes focus on (i) what they remembered about their parents’ separation and how they felt about it; (ii) how they found out about the plans that were made for their care; (iii) their level of involvement in decisions about their parents’ post-separation arrangements; (iv) the plans for their care; (v) what they remembered about their participation in the family justice process; (vi) what they found helpful about the process, and what was not helpful; and (vii) what advice they would give to lawyers/social workers/judges who work with children and young adults to help others in similar circumstances. The authors conclude by challenging some of the myths that professionals have about the possible harms or problems with involving children in decision-making post-separation. Children should never be forced to participate or feel that they are making a choice between parents, but it is valuable for children to be given the opportunity to participate, including meeting with the judge, if that is what they want.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it