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Being Intentional and Productive During Divorce Recovery

Divorce is not merely a legal process; it is a profound psychological, emotional, and identity-based transition. Research consistently shows that divorce ranks among the most stressful life events, often comparable to bereavement or serious illness (Holmes & Rahe, 1967). While the pain of divorce is unavoidable, prolonged suffering is not inevitable. Recovery becomes more adaptive—and ultimately more healing—when individuals approach this season with intentionality and purpose rather than avoidance or emotional paralysis.

Understanding Divorce as a Transition, Not a Failure

One of the most significant barriers to recovery is the tendency to frame divorce solely as a personal failure. This narrative fuels shame, rumination, and identity collapse. Contemporary psychological models instead conceptualize divorce as a life transition that disrupts routines, roles, and attachment bonds (Amato, 2010). When individuals reframe divorce as a transition requiring adjustment—not a verdict on their worth—they are better positioned to engage in productive healing behaviors.

Intentional recovery begins with acknowledging loss while resisting the urge to remain psychologically anchored in the past. This balance allows grief to be processed without becoming one’s permanent emotional residence.

The Role of Intentionality in Emotional Healing

Intentionality refers to making deliberate, values-driven choices rather than reacting solely to emotional distress. Following divorce, emotions often fluctuate rapidly—anger, sadness, relief, fear, and loneliness may coexist. Without intentional structure, individuals may default to maladaptive coping strategies such as isolation, substance use, rebound relationships, or excessive rumination (Sbarra & Emery, 2005).

Intentional recovery involves:

  • Setting boundaries with the former spouse
  • Creating predictable daily routines
  • Choosing behaviors aligned with long-term well-being rather than short-term relief

Research on self-regulation and coping demonstrates that purposeful goal-setting during periods of stress improves emotional stability and resilience (Baumeister & Vohs, 2007).

Productivity as a Stabilizing Force

Productivity during divorce recovery does not mean relentless busyness or emotional suppression. Instead, it involves engaging in meaningful activities that restore a sense of competence, agency, and identity. Studies indicate that mastery-oriented activities—such as learning new skills, maintaining employment, or pursuing health goals—can counteract the helplessness often experienced after relational loss (Bandura, 1997).

Productive behaviors that support recovery include:

  • Rebuilding physical health through exercise and sleep hygiene
  • Establishing financial literacy and independence
  • Engaging in purposeful work or service
  • Developing new personal or professional goals

These actions help regulate mood, rebuild confidence, and create forward momentum during a time that often feels stagnant.

Reconstructing Identity After Divorce

Divorce frequently dismantles shared identity—roles such as spouse, partner, or co-parent may change abruptly. Identity reconstruction is a central task of recovery (Hetherington & Kelly, 2002). Intentional individuals actively explore who they are becoming rather than clinging to who they were.

This process may involve reassessing values, redefining boundaries, and clarifying personal beliefs about relationships, trust, and commitment. Therapeutic research shows that individuals who engage in reflective meaning-making following divorce experience greater long-term psychological growth (Tashiro & Frazier, 2003).

Avoiding the Trap of Emotional Avoidance

Productivity must not become a mechanism for emotional avoidance. Suppressing grief or anger often prolongs distress rather than resolving it. Healthy recovery requires alternating between action and reflection—doing the work of daily life while allowing space for emotional processing.

Mindfulness-based and acceptance-oriented approaches emphasize acknowledging pain without allowing it to dictate behavior (Hayes et al., 2006). This balance enables individuals to move forward without denying the emotional reality of their experience.

Being intentional and productive during divorce recovery is not about rushing healing or minimizing loss. It is about choosing to engage with life in ways that foster stability, growth, and self-respect while grief runs its natural course. Divorce changes a person’s life, but it does not have to define the rest of it. Through deliberate choices, meaningful action, and reflective growth, recovery can become not just an ending—but a turning point.

This article was written by John S, Collier, MSW, LCSW-S. Mr. Collier has over 25 years of experience in the Social Work field. He currently serves as the Executive Director and Outpatient Behavioral Health Therapist for Southeast Kentucky Behavioral Health in London Kentucky. He may be reached by phone at (606) 657-0532 and by email at john@sekybh.com.

References

Amato, P. R. (2010). Research on divorce: Continuing trends and new developments. Journal of Marriage and Family, 72(3), 650–666. https://doi.org/10.1111/j.1741-3737.2010.00723.x

Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.

Baumeister, R. F., & Vohs, K. D. (2007). Self-regulation, ego depletion, and motivation. Social and Personality Psychology Compass, 1(1), 115–128. https://doi.org/10.1111/j.1751-9004.2007.00001.x

Hayes, S. C., Luoma, J. B., Bond, F. W., Masuda, A., & Lillis, J. (2006). Acceptance and commitment therapy: Model, processes, and outcomes. Behaviour Research and Therapy, 44(1), 1–25. https://doi.org/10.1016/j.brat.2005.06.006

Hetherington, E. M., & Kelly, J. (2002). For better or for worse: Divorce reconsidered. New York, NY: W. W. Norton & Company.

Holmes, T. H., & Rahe, R. H. (1967). The social readjustment rating scale. Journal of Psychosomatic Research, 11(2), 213–218. https://doi.org/10.1016/0022-3999(67)90010-4

Sbarra, D. A., & Emery, R. E. (2005). The emotional sequelae of nonmarital relationship dissolution: Analysis of change and intraindividual variability over time. Personal Relationships, 12(2), 213–232. https://doi.org/10.1111/j.1350-4126.2005.00112.x

Tashiro, T., & Frazier, P. (2003). “I’ll never be in a relationship like that again”: Personal growth following romantic relationship breakups. Personal Relationships, 10(1), 113–128. https://doi.org/10.1111/1475-6811.00039

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Our Logo has meaning.

Southeast Kentucky Behavioral Health, LLC’s logo symbolically represents behavioral health and well-being through the following elements:

1. Central Figure (Orange Abstract Person): The abstract human figure with outstretched arms symbolizes growth, empowerment, and the achievement of positive behavioral change. It reflects the progress individuals can make in managing and improving their behaviors.

2. Circular Blue Border: The blue circle represents unity, stability, and a sense of completeness, emphasizing the organization’s holistic approach to behavioral health care.

3. Green Leaves: The leaves at the base signify growth, renewal, and the nurturing of healthy behaviors, highlighting the process of transformation and positive change.

4. Stars (Upper Right): The stars represent guidance, aspirations, and achieving milestones, symbolizing the support provided to clients in navigating challenges and fostering behavioral growth.

5. Year Established (2013): Including the year highlights the organization’s experience and dedication to providing quality behavioral health services over time.

6. Overall Color Scheme: The combination of blue (trust and calm), red (energy and passion), and green (healing and renewal) reinforces the focus on promoting behavioral health, positive change, and well-being.

This design conveys the organization’s mission to support individuals in achieving healthier behaviors and improving their overall quality of life.

Supporting Veterans and Their Mental Health: A National Responsibility

Veterans have served their country with dedication and, upon returning to civilian life, often face numerous challenges that require our support and understanding. Many veterans experience significant mental health issues, including post-traumatic stress disorder (PTSD), depression, anxiety, and substance use disorders. These challenges can hinder their ability to reintegrate into civilian life and maintain relationships, employment, and a healthy lifestyle. Recognizing the mental health needs of veterans and implementing effective support strategies is crucial for honoring their service and supporting their well-being.

The Mental Health Landscape for Veterans

Veterans are at a higher risk of mental health issues compared to the general population. A report from the U.S. Department of Veterans Affairs (VA) indicated that approximately 11-20% of veterans who served in Iraq and Afghanistan suffer from PTSD in any given year, and the prevalence is even higher among those who served in the Vietnam War (U.S. Department of Veterans Affairs, 2022). Additionally, veterans are at an increased risk for depression, anxiety, and substance abuse issues, with research suggesting that over 25% of veterans experience symptoms related to depression and other mood disorders (Hoge et al., 2004).

A primary cause of these mental health challenges is the exposure to trauma and high-stress situations during service. Repeated exposure to combat, violence, and injury can leave lasting psychological scars that are difficult to heal. This stress may also exacerbate pre-existing mental health issues, making it even more difficult for veterans to transition back to civilian life.

Barriers to Mental Health Care for Veterans

While the VA and other organizations offer resources for veterans, barriers to accessing mental health care persist. According to the RAND Corporation, veterans may face significant obstacles, such as long wait times for appointments, stigma surrounding mental health, and a lack of providers who understand military culture (Tanielian et al., 2018). This stigma can prevent veterans from seeking help, as they may feel that mental health challenges are a sign of weakness or that others will not understand their experiences.

Rural veterans often face additional obstacles due to the lack of nearby mental health resources. Research has shown that nearly a quarter of all veterans live in rural areas, where specialized mental health services may be limited (Weeks et al., 2008). Telemedicine and virtual counseling have helped bridge some of these gaps, but there remains a need for more accessible, culturally informed care tailored to the unique needs of veterans.

Strategies for Supporting Veterans’ Mental Health

  1. Increasing Access to Mental Health Services:
    Expanding mental health resources specifically tailored for veterans is essential. The VA and other organizations are implementing initiatives to reduce wait times, increase the availability of telehealth services, and provide alternative therapies, such as art therapy, music therapy, and mindfulness practices (U.S. Department of Veterans Affairs, 2022). Community-based programs can also provide veterans with accessible care, particularly in rural areas.
  2. Building a Community of Support:
    Peer support programs can be highly effective for veterans, as they allow veterans to connect with others who have had similar experiences. Programs like the Veterans Crisis Line and the VA’s Peer Support program connect veterans with trained peers, who provide support, understanding, and guidance. Research suggests that peer support reduces PTSD symptoms and increases veterans’ willingness to seek help (Resnick et al., 2012).
  3. Reducing Stigma through Public Awareness:
    Public awareness campaigns can play a crucial role in reducing stigma around veterans’ mental health issues. Campaigns should focus on educating both veterans and the general public about the commonality of mental health challenges, emphasizing that seeking help is a sign of strength. The VA’s “Make the Connection” campaign is an example of an initiative aimed at reducing stigma and encouraging veterans to pursue mental health treatment (U.S. Department of Veterans Affairs, 2022).
  4. Encouraging Family Involvement and Support:
    Family members can be a crucial source of support for veterans dealing with mental health issues. Programs that educate family members about PTSD, depression, and other mental health conditions can equip them to support their loved ones effectively. Involving families in therapy sessions can also create a support network that extends beyond formal mental health services, which may improve outcomes for veterans (Monson et al., 2006).
  5. Employment and Reintegration Support:
    Meaningful employment can significantly impact veterans’ mental health and quality of life. Programs like the VA’s Vocational Rehabilitation and Employment services provide veterans with job training, career counseling, and job placement assistance, helping veterans reintegrate into civilian life (U.S. Department of Veterans Affairs, 2022). Research shows that veterans who find stable employment report higher levels of satisfaction and mental well-being (Resnik et al., 2012).

A Call to Action

Supporting veterans’ mental health is not only a moral duty but also a way to ensure the well-being of individuals who have made profound sacrifices. By addressing the barriers veterans face in accessing mental health care, expanding peer support networks, reducing stigma, and providing employment and family support, society can help veterans lead healthier and more fulfilling lives. Moreover, these actions honor their service by providing the respect, care, and compassion they deserve.

We must continue to advocate for policies that support veterans’ mental health, fund research into effective treatments, and raise public awareness about the unique challenges veterans face. Providing veterans with the resources and support they need to thrive is one of the most meaningful ways we can repay them for their service and dedication to our country.

This article has been written by John S. Collier, MSW, LCSW. Mr. Collier has over 25 years of experience in the social work field and is based in London Kentucky through Southeast Kentucky Behavioral Health, LLC. Mr. Collier may be reached by phone at (606) 657–0532 extension 101 or by email at john@sekybh.com.

References

Hoge, C. W., Castro, C. A., Messer, S. C., McGurk, D., Cotting, D. I., & Koffman, R. L. (2004). Combat duty in Iraq and Afghanistan, mental health problems, and barriers to care. New England Journal of Medicine, 351(1), 13-22.

Monson, C. M., Schnurr, P. P., Stevens, S. P., & Guthrie, K. A. (2006). Cognitive-behavioral conjoint therapy for PTSD: Pilot results from a community sample. Journal of Traumatic Stress, 19(3), 289-299.

Resnick, S. G., & Rosenheck, R. A. (2012). Integrating peer-provided services: A quasi-experimental study of recovery orientation, confidence, and empowerment. Psychiatric Services, 63(6), 541-547.

Tanielian, T., Jaycox, L. H., & RAND Corporation. (2008). Invisible Wounds of War: Psychological and Cognitive Injuries, Their Consequences, and Services to Assist Recovery. RAND Corporation.

U.S. Department of Veterans Affairs. (2022). PTSD: National Center for PTSD. https://www.ptsd.va.gov

Why Do I Always Tell My Children “No”: Understanding and Shifting the Habit

As a parent, you want the best for your children. But you may have noticed yourself often saying “No” automatically, even when it comes to requests that might be harmless. This habit is common among parents and often rooted in various psychological and situational factors. Understanding why we respond this way can help us build a more balanced approach to parenting, one that encourages open communication, nurtures independence, and helps children feel heard and respected.

 1. The “No” Habit and Parenting Stress

Saying “No” frequently can become an unconscious habit. With the demands of work, household responsibilities, and parenting, parents often operate on “auto-pilot” (Harris, 2009). “No” may seem like the easiest response because it quickly resolves the request, keeping daily tasks from being interrupted. However, constantly saying “No” can lead to a tense relationship with your child and make them feel their needs aren’t valued.

 Why This Happens

Stress and fatigue are significant factors here. When parents are overwhelmed, they tend to take shortcuts, often opting for immediate control over open discussions (APA, 2020). Unfortunately, this response can create a cycle where children either learn to stop asking or begin to push back, escalating power struggles.

 What You Can Do

Recognize when stress is affecting your interactions with your children. Taking a few deep breaths or a moment to think before responding can help you evaluate whether the “No” is necessary. Reflecting on why you’re saying “No” can help break the habit and introduce more flexibility in your responses.

 2. The Desire to Protect

One of the main reasons parents instinctively say “No” is the need to protect their children from potential harm, failure, or disappointment. Psychologically, this is known as “protective parenting,” a natural inclination that stems from love and a desire to keep children safe (Siegel & Bryson, 2012). But, when used too often, it can limit children’s opportunities to explore and grow.

 Why This Happens

The need to shield children from harm is deeply ingrained in parents, especially when it comes to risky situations. However, saying “No” to low-risk situations, like letting kids experiment with small tasks, can prevent them from developing resilience and confidence.

 What You Can Do

When your child asks for something, take a moment to consider if there’s a real risk. If it’s safe, try saying “Yes” or providing a compromise. For instance, instead of saying “No, you can’t go out in the rain,” you might say, “Yes, but let’s put on a raincoat and boots first.” Allowing children to safely navigate challenges can build their confidence and independence (Dweck, 2006).

 3. The Need for Control and Consistency

Parents often feel that frequent “No’s” maintain consistency and reinforce boundaries. While setting boundaries is crucial, constantly saying “No” can sometimes be less about discipline and more about maintaining a sense of control during chaotic moments (Gottman & DeClaire, 1998). This may unintentionally communicate rigidity rather than guidance.

 Why This Happens

Establishing order feels essential when parents have many responsibilities. However, too many “No’s” can restrict children’s ability to express themselves and explore their environment, which are important aspects of childhood development (Ginsburg, 2007).

What You Can Do

Try establishing a few firm boundaries while allowing flexibility in less critical areas. For instance, if your child wants to play before finishing their homework, consider a time-limited break rather than a strict “No.” Offering choices within boundaries helps children feel a sense of control and teaches decision-making skills.

 4. The Negativity Bias and Past Experiences

Parents’ own childhood experiences and memories can shape their instinctual reactions. If you grew up in a strict environment, you might find yourself unconsciously repeating similar patterns. Additionally, the human brain has a “negativity bias,” which means we naturally focus more on potential negative outcomes (Goleman, 2006). This bias can make it easier to focus on why something is a bad idea instead of the potential positives.

Why This Happens

Experiences from your own childhood can subconsciously shape how you react. For instance, if you were often told “No,” you may find yourself doing the same with your children, without fully realizing why.

What You Can Do

Reflect on how your own experiences may be influencing your parenting style. Are there situations where you can be more open? Journaling or talking with a counselor can help you become more aware of these patterns and make conscious choices to encourage a positive environment.

 5. The Desire for Predictability

Saying “No” often gives parents a feeling of predictability and control. Children can be unpredictable, and setting strict boundaries can feel like a way to keep things manageable. However, children’s development thrives in environments where they feel safe to explore, make choices, and occasionally make mistakes (Montessori, 2013).

 Why This Happens

When schedules are tight and parents are balancing many responsibilities, controlling the environment by saying “No” can feel like a quick fix. Unfortunately, this can also stifle curiosity and experimentation.

 What You Can Do

Embrace moments of “controlled unpredictability.” For instance, if your child wants to play with something messy like paint, plan it for a specific time when you can manage it. Being flexible helps children feel more comfortable trying new things and builds trust in the parent-child relationship.

 6. Building a More Balanced Approach: When to Say “Yes”

It’s important to remember that not every “Yes” has to be a big decision. Small “Yeses” can empower your child and strengthen your bond. Saying “Yes” doesn’t mean a lack of boundaries—it means choosing which requests to support and which to discuss more.

 What You Can Do

Start by saying “Yes” to safe, reasonable requests whenever possible. If something doesn’t work out perfectly, use it as a learning experience. This shift toward a more balanced approach can help your child feel heard, build trust, and even encourage more positive behavior.

Moving Away from “No” for a Healthier Connection

Saying “No” is sometimes necessary, but it doesn’t have to be the automatic response. By understanding why you might be inclined to say “No” and practicing a more flexible approach, you can encourage a more supportive, open relationship with your child. Remember, balanced guidance, mixed with the freedom to explore, is a powerful combination that can help your child grow with confidence and curiosity.

This article has been written by John S. Collier, MSW, LCSW. Mr. Collier has over 25 years of experience in the social work field and is based in London Kentucky through Southeast Kentucky Behavioral Health, LLC. Mr. Collier may be reached by phone at (606) 657–0532 extension 101 or by email at john@sekybh.com.

 References

  • American Psychological Association. (2020). Parenting in the Time of COVID-19. APA.
  • Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
  • Ginsburg, K. R. (2007). The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds. Pediatrics, 119(1), 182-191.
  • Goleman, D. (2006). Social Intelligence: The New Science of Human Relationships. Bantam.
  • Gottman, J., & DeClaire, J. (1998). Raising an Emotionally Intelligent Child. Simon & Schuster.
  • Harris, P. (2009). Parenting Without Stress: How to Raise Responsible Kids While Keeping a Life of Your Own. PuddleDancer Press.
  • Montessori, M. (2013). The Absorbent Mind. Start Publishing LLC.
  • Siegel, D. J., & Bryson, T. P. (2012). The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child’s Developing Mind. Bantam.