Couple And Relationship Education Research Articles

Research Informed Guidelines for Couple and Relationship Education Programs with Arab American Immigrant Couples

In this paper, we review the characteristics of Arab immigrants and propose guidelines for couple and relationship education (CRE) programs with Arab immigrant couples. Arab immigrants are a heterogeneous group, yet they share common cultural characteristics and family values that are essential to understand when working with them. Generally, CRE programs with immigrated Arabs should be mindful of (1) strongly valued religious beliefs, (2) extended family as a primary source of support and marital problem-solving, (3) the tendency to follow gender-based roles and responsibilities, and (4) Arabic language and communication norms. Family educators and practitioners who work with recently immigrated Arab couples should familiarize themselves with these characteristics to better serve them.

The State of Our Unions: Exploring Relationship Quality among Dyadic Couple Homeowners

Relationship stability represents a major economic interest not only to Florida, but to every state in the nation. The cumulative expenses related to relationship dissolution (including litigation costs, foregone tax revenues, and federal assistance programs such as Medicaid, child welfare SCHIP, TANF, WIC and SNAP) are estimated to cost taxpayers billions annually. Overall detriments are also higher when considering longitudinal impacts of family instability on affected couples and children in terms of lost productivity and psychosocial impact. This study endeavors to better understand threats to family instability, relationship quality and contextual factors via data collected from a sample of Florida homeowners in three types of cohabiting relationships. Analysis shows that roughly 60% of the variability in relationship quality is accounted for by negative interaction and consensus scores. High measures of negative interaction among dyadic couples indicate that cohabiting relationships in Florida are significantly distressed. Implications for how residents of Florida and other states could benefit both economically and psychosocially from implementation of couple and relationship education (CRE) programs are discussed.

How Does Couple and Relationship Education Affect Relationship Hope? An Intervention‐Process Study with Lower Income Couples

ObjectiveTo explore whether changes in positive interaction skills as a result of participation in couple and relationship education (CRE) are associated with changes in relationship hope.BackgroundRecent CRE work has focused more on its effectiveness for disadvantaged couples, with the early evidence mixed. Increasing the effectiveness of CRE for disadvantaged couples will require more evidence of how it works, not just whether it works.MethodIn this study, 182 lower income couples participated in a 30‐hour psychoeducational intervention, Family Expectations (FE), in Oklahoma City. Participants completed measures of positive interaction skills and relationship hope, a seldom‐studied construct in CRE research, before and shortly after the program.ResultsAt pretest, there was significant variation in relationship hope among FE participants. Latent growth curve models revealed changes in positive interaction skills were associated with higher levels of partners' relationship hope at the end of the program, although the effect of men's skills changes on their partners' hope was 3 to 4 times stronger than for women's skills changes on their partners' hope. Additional latent growth curve models found that nearly 70% of participants reported positive changes in skills and that participants entering the program with the lowest levels of hope experienced the greatest changes in positive interaction skills.ConclusionWe conclude that relationship hope is a legitimate target outcome in CRE and is influenced by improvement in positive interaction skills, consistent with social learning theory. Also, those entering CRE with low levels of hope improve interaction skills most, and men's growth produces larger gains for the couple relationship than women's growth.ImplicationsDistressed individuals and couples should be particularly encouraged to attend CRE programs, and program developers should make sure that their curricula and pedagogic processes are well aligned with men's interests and learning styles.

It's About Time! Examining Received Dosage and Program Duration as Predictors of Change Among Non-Distressed and Distressed Married Couple and Relationship Education Participants.

Although Couple and Relationship Education (CRE) programs were intended to be preventive in nature, an emerging reality is that relationally distressed couples are attending programs. This has raised questions about both its general usefulness and what is known regarding predictors of change in CRE for distressed couples particularly. Previous work has identified dosage and duration as important moderators of changes, and there are myriad program contexts offered, highlighting the need to examine these among distressed couples. This study utilized a sample of community CRE participants and examined received dosage and program duration as predictors of change. Comparing results for distressed and non-distressedparticipants, we found several group differences. Findings suggest that it is important to consider distress level and time spent in programs when placing participants. In addition, research should continue to examine these groups separately (or comparatively) to find out what works for whom.

A Person‐Oriented Analysis of Couple and Relationship Education

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.

The Role of Relational Instability on Individual and Partner Outcomes Following Couple Relationship Education Participation

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. Men appear to benefit from CRE participation regardless of baseline relational instability. Suggestions for researchers and facilitators are discussed.

The Marriage of Couple and Relationship Education to the Practice of Marriage and Family Therapy: A Primer for Integrated Training

There is a high degree of overlap in the goals and strategies of couple and relationship education (CRE) and the practice of marriage and family therapy (MFT). Given these similarities, there is great potential benefit for the integration of MRE into the formal training of future MFTs. In this article, the authors focus on how CRE can complement both training in, and the practice of, MFT. In addition to highlighting both the similarities and differences between the disciplines, we explore potential benefits of this type of integration for both therapist and clients. We conclude by outlining a two-phase developmentally appropriate approach for integrating healthy relationship curricula into COAMFTE training programs. In phase one, MFT students get direct experience learning about, observing, and then directly facilitating CRE programs. In phase two, student therapists integrate CRE skills directly into their clinical practice of individual, couple, and family therapy.

Is couple and relationship education effective for lower income participants? A meta-analytic study.

The negative effects of family instability on children and adults have captured the attention of legislators and policymakers wondering if something could be done to help at-risk couples form and sustain healthy relationships and marriages. For a decade now, public funds have supported grants to provide couple and relationship education (CRE) to lower income individuals and couples. This meta-analytic study reviewed 38 studies (with 47 independent samples) assessing the effectiveness of CRE for lower income couples (defined as more than two-thirds of the sample below twice the poverty level) in an attempt to inform current policy debates. Overall effect sizes for control-group studies suggest that CRE for diverse, lower income couples has small, positive relationship effects (overall d = .061), especially on self-reports of relationship quality, communication, and aggression. There were somewhat stronger effects for studies with more married couples (d = .091), mostly "near-poor" (vs. poor) participants (d = .074), and more (vs. fewer) participants in relationship distress (d = .072). In comparison to the effect sizes for control-group studies, the effects of one-group/prepost studies were larger (overall d = .352). Practitioners will need to continue to innovate curriculum design and pedagogy, improve other programmatic elements, and find ways to increase participant engagement to achieve greater success with the limited public funds that support CRE.

Relationship Quality and Depressed Affect Among a Diverse Sample of Relationally Unstable Relationship Education Participants

The association between depression and marital satisfaction has been clearly documented. Theoretical approaches describe the direction of effects as depression leading to marital dissatisfaction (stress generation model) and, alternately, marital dissatisfaction leading to depression (marital discord model). Clinical research indicates that treating the relationship of unstable couples can result in improvements in relationship satisfaction and depression. However, many unstable couples may not attend therapy and choose rather to attend Couple and Relationship Education (CRE). Using 250 ethnically diverse couples in community CRE classes, the authors found that relationally unstable participants of CRE report improvements in depressed affect and relationship quality after program participation. Additionally, decreased depressed affect predicted increased relationship quality, not vice versa, and there were no differences by sex. The authors note the potential value of CRE for unstable couples and recommend that interventionists utilize an inclusive approach, devoting attention to the couple relationship as well as individual distress variables.

Healthy Relationship Education: A Statewide Initiative Case Study and Outcome Evaluation

Couple and relationship education (CRE) is effective in improving relationship quality and communication skills. However, its methods and structures of delivery (e.g., content, intensity, and settings) vary widely and have lacked empirical scrutiny. This article examines both the structure (i.e., initiative inputs and outputs) and the outcomes of one healthy relationship initiative. First, we use the comprehensive framework for CRE proposed previously to examine ways in which relationship education may be delivered by way of a statewide initiative in which 19 Cooperative Extension County Faculty provided education. Second, we analyze and report outcome data from 2,219 participants. A variety of CRE delivery methods significantly increased perceived levels of relationship knowledge regardless of gender, income, marital status, and whether participants had previous relationship education. Perceived knowledge acquisition differed by participant ethnicity, participant satisfaction with the education, and by CRE format such as single events versus multiple events. Programmatic implications are discussed.

Linking Changes in Couple Functioning and Parenting Among Couple Relationship Education Participants

The current study represents a novel test of parenting outcomes among participants in couple and relationship education (CRE). Utilizing a systems theory framework and empirical linkages between couple functioning and parenting, this study examined the extent to which several parenting dimensions (coparenting conflict, parental involvement, and positive discipline practices) change after CRE participation and, importantly, whether and how these changes are related to changes in dimensions of couple functioning. In a sample of 623 adult parents, diverse in gender, race, and marital status, positive changes were found in the parenting dimensions over time. In addition, levels of change in the couple domain were associated with levels of changes in the parenting domain over the same period of time, with a pattern of stronger links between conceptually similar dimensions of couple functioning and parenting.

Does Couple and Relationship Education Work for Individuals in Stepfamilies? A Meta‐analytic Study

Recent meta‐analytic efforts have documented how couple and relationship education (CRE) programs promote healthy relationship and family functioning. The current meta‐analysis contributes to this body of literature by examining stepfamily couples, an at‐risk, subpopulation of participants, and assessing the effectiveness of CRE programs for individuals in these relationships. Findings are aggregated from 14 evaluation studies of CRE programs designed for stepcouples. Analyses examine effects by study design (i.e., comparison‐group and one‐group/pre‐post) and within specific domains (i.e., family, parental, and couple functioning). The interventions have, on average, small effects overall (comparison‐group: d = .20; one‐group/pre‐post: d = .23), and slightly larger effects in family and parental functioning when examining specific outcomes (d = .20 to .35). An examination of effectiveness over time reveals that earlier studies (i.e., 1980s and 1990s) show larger effects than more recent studies. Implications for CRE programs for stepfamilies and evaluation needs are discussed.

Malleability of Gender Role Attitudes and Gendered Messages in Couple and Relationship Education

Gender role attitudes influence couple functioning and quality. However, few studies have examined within‐person attitudinal change across life events because gender role attitudes are generally considered stable constructs. Emerging research rooted in theory shows evidence of gender role attitude malleability in adulthood. This study examines whether and how couple and relationship education (CRE) influences gender role attitudes. Although CRE is meant to promote relational skill‐building, different CRE curricula appear to contain divergent gendered messages. This study found significant shifts in gender role attitudes reported by participants after engaging in CRE. Some shifts were more egalitarian; other shifts were more traditional. The shifts were based on the curriculum which was either Mastering the Mysteries of Love or Basic Training for Couples. Implications for practice are presented.

Comparing the Experiences of Couples in First Marriages and Remarriages in Couple and Relationship Education

This study examines a diverse sample of married individuals (N = 1,542) in the context of couple and relationship education (CRE). Differences and similarities in participant well-being at baseline and overtime were examined among individuals in first marriages—with and without children from previous relationships—and various types of remarriages utilizing measures of individual, couple, and parental functioning. Additionally, we examined how the content of CRE classes influences change scores of stepfamily couples based on whether they received stepfamily-specific content or generalized CRE. Results indicate that individuals in first marriages and those in different types of remarriages appear to report similar levels of marital functioning initially and appear to benefit similarly from CRE classes. Stepfamily couples appear to benefit similarly from stepfamily-specific and generalized CRE classes, yet differences between the groups are considered in the interpretation of this finding.

Intimate Partner Violence in a Statewide Couple and Relationship Education Initiative

As couple and relationship education (CRE) has become an increasingly common intervention, issues surrounding the awareness, prevention, and treatment of violence have been raised. Concerns include the level of risk among participants, appropriate training for educators, and the extent to which CRE increases or mitigates risks for intimate partner violence (IPV). This study reports the level of risk among CRE participants and explores the associated experiences of county Cooperative Extension agents who served as the CRE educators in Utah. The educators presumed those interested in CRE would not be experiencing IPV. However, 10% of CRE participants indicated moderate-to-severe risk, and an additional 29% indicated likelihood of at least mild violence. Implications include the need for CRE initiatives to (a) take the possibility of IPV seriously, (b) train educators to identify and handle diverse types of IPV, and (c) monitor the implementation of IPV protocols.

Supporting Healthy Relationships in Low-Income, Violent Couples: Reducing Conflict and Strengthening Relationship Skills and Satisfaction

Researchers, practitioners, and policy-makers have highlighted the need to evaluate couple and relationship education (CRE) programs designed to strengthen intimate relationships and meet the needs of populations that are most in need, including low-income distressed couples. This study evaluated a psychoeducational intervention designed to bolster relationships and reduce conflict in low-income, situationally violent couples. One hundred fifteen couples were randomly assigned to a treatment or no-treatment control group. Couples reported relationship satisfaction, use of healthy relationship skills, conflict, and relationship status/dissolution at two time points (pre- and post-intervention). Results show that the treatment group benefited in several ways: increased relationship satisfaction, greater use of healthy relationship skills, and reduced conflict.