Individual-Oriented Relationship Education: An Evaluation Study in Community-Based Settings (original) (raw)
Related papers
Journal of Family Psychology, 2014
In the past several decades, a number of largely atheoretical individual and meta-analytic studies of couple relationship education (CRE) programs have focused on program effectiveness without considerations of how these programs work and for whom. To address this gap in the literature, the current study drew upon assumptions from social-cognitive and behavioral theories that are implicit in CRE design to assess the influence of short-term changes from pre-to posttreatment in behaviors and commitment on changes in relationship quality among a racially and economically diverse group of 2,824 individuals who participated in a CRE program. Findings from structural equation modeling indicated that the best-fitting model for both men and women was one in which changes in behaviors predicted changes in relationship quality via their influence on changes in commitment. Further, a series of moderational analyses provided some evidence to suggest that the strength of the relationships between these variables may depend to a small extent on the social address of the participants (race, income) and to a greater extent on characteristics of the CRE experience (i.e., beginning the class at lower levels of functioning, attending with a partner). Findings help us begin to understand the influences among domains of change that occur as a result of participating in a CRE program, as well as offering some useful information to practitioners on demographic and contextual moderators of program outcomes. Implications for future research on the mechanisms of change for CRE are presented.
A Person-Oriented Analysis of Couple and Relationship Education
Family Relations, 2016
Couple and relationship education (CRE) has effectively improved communication and relationship satisfaction, but some question its effectiveness for couples who are at risk. Mixed findings may derive from focusing on aggregated sample results. This study explored the benefit of using a person-oriented analysis for evaluating CRE program effectiveness with low-income couples and individuals. Couple participants reported moderate improvement in communication and relationship satisfaction, but the magnitude of reported improvement varied for male participants from different ethnic groups. An outcomes-focused cluster analysis showed that variance in reported improvement can be explained by pre-workshop outcome measures, with couples starting in the middle range of scores reporting the most improvement. Similar patterns were found for individual participants. Researchers and practitioners should further investigate the use of person-oriented methods in CRE program evaluation and the use of pre-workshop assessments to adjust CRE interventions on the basis of the state of participants' relationships at intake. Couple relationships play an important role in a person's physical health and general well-being
Journal of Family Psychology, 2001
Eighty-three couples were stratified into groups at high and low risk for relationship distress and randomized to either the Self-Regulatory Prevention and Relationship Enhancement Program (Self-PREP) or a control condition. As predicted, there were differential effects of Self-PREP on high-risk and low-risk couples. Because of low statistical power, results must be interpreted cautiously, but at 1-year follow-up high-risk couples in Self-PREP showed trends toward better communication than control couples. However, there was no difference in the communication of Self-PREP and control low-risk couples. High-risk couples receiving Self-PREP exhibited higher relationship satisfaction at 4 years than control couples, but in low-risk couples relationship satisfaction was higher in the control condition. High-risk couples seemed to benefit from skills-based relationship education, but low-risk couples did not. Couples who sustain mutually satisfying relationships experience many benefits. Relative to other people, those in satisfying marriages have lower rates of psychological distress, higher rated life happiness, and greater resistance to the detrimental effects of negative life events (
Best Practices in Relationship Education Focused on Intimate Relationships
Family Relations
Relationship education is widely used to help people develop and sustain healthy romantic relationships. We first provide a review on the current state of evidence and key issues in the field, laying a foundation for suggesting specific best practices in relationship education. We focus on services provided to couples but also address the burgeoning field of relationship education with individuals. Although there are many gaps in the knowledge informing best practices-such as mechanisms of effect and dose-decades of research and experience provide a strong basis for specific recommendations. The hallmark of an evidence-based, best-practice approach lies in making thoughtful decisions based on current knowledge, the goals of the effort, the population served, and available resources. Healthy romantic relationships and marriages are vital to the well-being of adults, families, and
Journal of Consulting and Clinical Psychology, 2015
Although preventive educational interventions for couples have been examined in more than 100 experimental studies, the value of this work is limited by reliance on economically advantaged populations and by an absence of data on proposed mediators and moderators. Data from the Supporting Healthy Marriage Project-a randomized, controlled trial of relationship education for couples living with low incomes-were therefore analyzed to test whether intervention effects on relationship satisfaction would be mediated by observational assessments of relationship communication and whether any such effects would be moderated by couples' pretreatment risk. Within the larger sample of Supporting Healthy Marriage Project couples randomized to a relationship education or no-treatment control condition, the present analyses focus on the 1,034 couples who provided (a) data on sociodemographic risk at baseline, (b) observational data on couple communication 12 months after randomization, and (c) reports of relationship satisfaction 30 months after randomization. Intervention couples reported higher satisfaction at 30 months than control couples, regardless of their level of pretreatment risk. Among higher risk couples, the intervention improved observed communication as well. Contrary to prediction, treatment effects on satisfaction were not mediated by improvements in communication, and improvements in communication did not translate into greater satisfaction. Relationship education programs produce small improvements in relationship satisfaction and communication, particularly for couples at elevated sociodemographic risk. The absence of behavioral effects on satisfaction indicates, however, that the mechanisms by which couples may benefit from relationship education are not yet well understood. (PsycINFO Database Record
Effects of relationship education on emerging adults' relationship beliefs and behaviors
Personal Relationships, 2016
Funding to complete this project was provided by the Faculty Research Centers at both institutions. The authors would like to acknowledge the group facilitators, undergraduate research assistants, and participants who helped to carry out this research study. We would also like to thank Scott Stanley for his comments on a draft of the manuscript.
Risk Moderates the Outcome of Relationship Education: A Randomized Controlled Trial
Journal of Consulting and Clinical Psychology, 2015
Objective: To test whether the effects of relationship education programs generalize across couples regardless of their baseline levels of risk for relationship distress, or whether intervention effects vary systematically as a function of risk. The former result would support primary prevention models; the latter result would support a shift toward secondary prevention strategies.
Family Relations, 2016
Some scholars have suggested that distressed populations may benefit more from couple and relationship education (CRE) than do their nondistressed counterparts. We examined this hypothesis using actor-partner interdependence models to explore the relationship between baseline relational instability and change for individuals and their partners (379 couples; 758 individuals) who participated in a CRE program for 6 to 8 weeks. Findings indicated that a higher level of relational instability on the part of women was associated with greater positive change in depressive symptoms. Furthermore, respondents' and partners' baseline relational instability moderated the change in women's couple quality, such that women reported greater positive change in relationship quality when reporting higher instability and higher relationship quality before CRE participation, and when their partners reported higher instability and lower quality before CRE participation.
Where's the Action? Understanding What Works and Why in Relationship Education
Behavior Therapy, 2012
The field of couples relationship education has come to a critical junction. We have generally demonstrated that our interventions work (at least in the short run) but to what extent have we shown that the skills and processes we teach are in fact responsible for the success of the intervention? In this paper we review progress made in understanding mechanisms of change in relationship education, explore limitations of this body of research, explicate the barriers that interfere with progress in understanding mechanisms of change in intervention research, and present recommendations on how to proceed from here. Although our goal in this paper is to focus more on issues in the field rather than to present a comprehensive review of the literature, we provide overarching research summaries to illustrate some of our points. We conclude with offering recommendations for the next generation of research in the couples relationship education field.