Couple Relationship Education Research Articles

Association between help-seeking and motivation for completing a couple relationship education program across service modality.

Levels of motivation and help-seeking impact the effectiveness of couple relationship education (CRE), as those with greater help-seeking and motivation are more likely to attend more sessions and remain engaged. Less is known about what impacts the association between motivation and help-seeking between partners in a couple engaging in CRE. The current study aims to examine (a) the effect of couples' self-stigma for help-seeking on their own or partner's motivation to complete the relationship education program and (b) whether the effects differ between service modality (i.e., online and in-person). We sampled 276 heterosexual couples who participated in a relationship education program. A multiple-group actor-partner interdependence model analysis revealed that women and men with higher self-stigma for seeking help exhibited lower motivation to complete the program in both settings. Higher self-stigma in men for help-seeking significantly enhanced the motivation of their female partners to complete the online relationship education program.

Couple relationship education content: What we have and what we are missing.

Couple relationship education (CRE) has decades of research showing mixed results for participants. Various competing frameworks for CRE content have emerged in the development of the field, yet content has not been systematically investigated. Through an inductive content analysis of 15 different CRE programs, this study explored content themes and categories that are common across programs. Analysis found four themes throughout the programs: interactional skills, the self in the relationship, partner bonding, and relationship motivations. Categories for each theme were identified and are presented and discussed. Findings validate the primacy of teaching interactional skills within CRE including consistency in topics (e.g., communication training, conflict management). Other themes were also common (e.g., self in the relationship), though their categories were more diverse (e.g., self-care, expectations, personality). Several factors that have emerged as more significant in relationship theory and research were not well-represented in the content analysis (e.g., socioecological contexts, systemic patterns).

The Illinois Strong Couples project: A proof of concept for sustainable, effective couples' programming

AbstractObjectiveThis proof‐of‐concept study presents findings from the Illinois Strong Couples project, a statewide initiative to disseminate an efficacious couple relationship education (CRE) program through a state Cooperative Extension System.BackgroundAmong family scholars, federally funded initiatives to disseminate CRE programming to couples have received strong support as well as equally strong opposition. The current study describes and evaluates a new dissemination approach designed to satisfy concerns from both sides of this debate.MethodThe sample comprised 340 individuals (170 couples) who participated in the online ePREP program with remote coaching and completed three survey assessments over 6 months.ResultsSignificant short‐ and long‐term improvements were observed in multiple dimensions of relationship functioning (e.g., declines in communication conflict, relationship instability concerns) and individual functioning (e.g., declines in psychological distress, sleep problems). Effect sizes, in general, were medium for relationship outcomes and small for individual outcomes. Greater attendance forecasted greater gains in relationship outcomes, particularly for men. Changes over time were generally similar irrespective of household income and, when evident, indicated greater improvement for lower‐income women compared to higher income.ConclusionFindings highlight the ability to disseminate effectively an evidence‐based CRE program within a state Extension system.ImplicationsThis project illustrates a sustainable and potentially scalable strategy to disseminate CRE programming that can complement other approaches for CRE dissemination as a means to promote relationship and individual well‐being among help‐seeking couples.

Relationship education and couples experiencing violence: Is something better than nothing?

AbstractThis article aims to apply a family systems framework to the practice of couple relationship education (CRE) as an appropriate resource for couples experiencing violence. Intimate partner violence (IPV) is a multi‐faceted phenomenon that adversely affects the health and well‐being of individuals, families, and broader social systems. Inconsistent practices may involve excluding couples who report active violence in the relationship, as CRE is primarily prevention‐focused and considered an insufficient response. However, CRE is a rapidly growing, accessible community resource that can be considered an initial gateway toward second‐order change for couples experiencing violence. We offer specific recommendations for the practice of CRE, including systematic IPV assessment, practitioner training, resource utilization, and curriculum adaptations. Family systems tenets and existing research related to violence among couples support our conclusion that something is indeed better than nothing.

Adverse Childhood Experiences among Couple Relationship Education Participants: Exploring Influence on Program Impact and Testing Models of Risk and Resilience

The influence of adverse childhood experiences (ACEs) on couple relationship education (CRE) experiences has received limited attention. In a sample of 1478 adults in couple relationships, we tested whether ACEs moderated CRE program efficacy and found no interaction of ACEs and program participation on relationship quality one year later, validating positive impact regardless of number of ACEs. Results from risk/resiliency process models indicate that mindfulness and romantic self-efficacy are comparatively stronger predictors of concurrent relationship quality than ACEs, and positive shifts in self-efficacy influence later improvements in relationship quality, while considering the number of ACEs.

Couple Relationship Education Through mHealth: A Two-Year Follow-Up Quasi-Experimental Study

Little is known about the effectiveness of couple relationship education through mHealth in Muslim populations. We compared an intervention group (n = 127) of newlywed women who received online education with a non-intervention group (n = 135), in Iran. The curriculum was focused on raising awareness about communication and conflict resolution in marital life. Educational messages were sent twice a week over two years. The two groups did not differ in the divorce rate and marital quality ratings. The findings may suggest that marriage education programs need to be tailored to address deep cultural issues such as sacrifice and forgiveness.

Healthy couple, better sleep: Exploring connections and changes in couple relationship education participants.

Considerable evidence suggests couple relationship education (CRE) programs are effective in improving couples' relationship functioning, yet few studies have examined the implications of CRE programs on indicators of physical health despite substantial research supporting links between relational and physical health. This study utilized a sample of 308 couples randomly assigned to a CRE curriculum to explore the dyadic links between conflict management and self-care skills (emphasized in CRE), stress, and sleep dysfunction concurrently. We prospectively tested whether changes in skills drove changes in sleep dysfunction or vice versa, for both self and partner. Results from a series of structural equation models indicated indirect links for men and women between conflict management and self-care skills and sleep dysfunction through lower stress level at program start. Dyadically, men's and women's better conflict management skills were associated with partners' lower stress, which was in turn associated with partners' lower sleep dysfunction. Men's better self-care skills were linked with partners' lower stress levels, which were linked with partners' lower sleep dysfunction. Tests of dyadic prospective cross-lagged effects among changes in sleep and changes in skills indicated that initial improvements in both partners' sleep predicted improvements in their own conflict management skills 1 year later. Initial improvements in women's conflict management skills predicted reduced sleep dysfunction for themselves. Additionally, for both partners, early changes in self-care predicted later reductions in sleep dysfunction. Dyadically, immediate improvements in men's self-care predicted reduced sleep dysfunction for their partner a year later. Implications for research and practice are discussed.

서울시민의 부부교육 및 부모교육 참여의향 관련 요인 탐색: Andersen과 Newman의 행동모델 활용

서울시민의 부부교육 및 부모교육 참여의향 관련 요인 탐색: Andersen과 Newman의 행동모델 활용

Effects of interparental conflict on children's depression in the context of COVID-19: Does parent–child conflict play a role?

BackgroundThe prevalence of depression among children has dramatically increased since the onset of the COVID-19 pandemic. ObjectiveThrough focusing on verbal fights, the most common form of family conflict, this study examined the association between interparental conflict and children's depression and explored the mediating role of parent–child conflict. Participants and settingA total of 1005 children (47.0 % females) aged between 9 and 12 years old constituted the analytical subjects, who had been drawn from the 2020 survey of the China Family Panel Studies (CFPS). MethodsDescriptive statistics were obtained, and bivariate correlation analysis and mediation analysis were performed. ResultsAccording to the Spearman correlation analysis, interparental conflict and children's depression were positively correlated (ρ = 0.214, p < 0.01); moreover, parent–child conflict was significantly positively associated with both interparental conflict (ρ = 0.450, p < 0.01) and children's depression (ρ = 0.224, p < 0.01). Additionally, mediation analysis demonstrated that, after controlling for sociodemographic factors, parent–child conflict operated as a mediator between interparental conflict and children's depression. More specifically, parent–child conflict accounted for 47.6 % of the total effect of interparental conflict on children's depression. ConclusionsThese findings suggested that frequent conflicts between parents predicted increased parent–child conflict, which, in turn, elevated the risk of depression for children. To reduce the risk of children's depression, it is necessary to create a good environment and build a harmonious relationship within the family. At the same time, specific supportive services, such as family therapy, filial therapy, and couple relationship education, should be provided.

Non-relative foster caregivers’ changes in mindfulness and couple relationship skills following relationship education

Foster caregivers experience many challenges related to fostering which, for those in a committed couple relationship, may impact the health of that relationship. Recent efforts have been made to provide couple relationship education (CRE) to foster caregivers to provide them with the knowledge and skills to develop and maintain a healthy relationship with their partner amidst the challenges of fostering. Further, recent studies have begun to examine changes in other skills that may hinder or promote changes in couple relationship skills following participation in CRE programs. One such parallel process may be changes in mindfulness, which may promote or hinder change in couple relationship skills following a CRE program. Guided by adult learning theory and utilizing a repeated measures actor-partner interdependence model (RM-APIM), the current study aims to examine foster caregiver couples’ change in relationship skills after participating in the CRE program ELEVATE and to examine how changes in mindfulness may moderate change in couple relationship skills. Findings suggest that both men and women report significant improvements in both mindfulness and couple relationship skills following participation in ELEVATE and that change in mindfulness moderates change in couple relationship skills for women.

Social influences predicting involvement in couple relationship education

AbstractObjectiveThis study explored the implementation climate of couple relationship education (CRE), specifically the positive role intimate partners, group members, and program facilitators have on one's beneficial involvement in programming.BackgroundFor CRE programs to be effective, participants need to be actively involved, yet little is known about social influences in the program encouraging participation in CRE. The perceived involvement of influential others was expected to moderate the relationship between intentions to participate and actual CRE involvement, with this involvement related to improvements in marital quality.MethodParticipants (584 men; Mage = 38.9 years and 627 women; Mage = 36.4 years) completed online surveys assessing study variables pre‐ and post‐CRE programming.ResultsPerceived intimate partner involvement contributed to better individual involvement and relationship quality for women with low intentions to participate in CRE, whereas both perceived partner and group involvement tended to have a protective effect for men's involvement.ConclusionThis study primarily demonstrates the importance of the perception of one's intimate partner's involvement in predicting individual involvement in CRE programs.ImplicationsDetermining predictors of program involvement assists with understanding the context of CRE effectiveness and skill acquisition for those intended to benefit.

Do high-risk couples profit more or less from couple relationship education programs than low-risk couples? Room for improvement and vulnerability effects.

In recent years it has been discussed whether high-risk couples benefit more from Couple Relationship Education programs (CREs) than low-risk couples due to larger room for improvement, or profit less due to greater vulnerability. Pertinent response prediction studies yielded inconclusive results. Careful review suggests this may be due to: statistical handling (not disentangling room for improvement and vulnerability effects), time frame analyzed (not disentangling opposing effects during intervention and follow-up), sampling, and selection of risk factors. We used an analytic strategy that maximized odds for replicability and tested two hypotheses: (1) room for improvement: pre-intervention relationship dissatisfaction predicts gain in satisfaction during intervention, and decline during follow up, and (2) vulnerability: when adjusted for room for improvement (pre-intervention relationship dissatisfaction), risk factors show negative or negligible, but no positive associations with gain in satisfaction. Actor-Partner Interdependence Modeling (APIM) was employed in 79 self-referred (SR) couples and 50 clinician-referred (CR) couples who had completed the 'Hold me Tight' program, a CRE based on Emotionally Focused Couple Therapy. Our findings supported both the room for improvement hypothesis, with pre-intervention dissatisfaction predicting more gain during intervention (both samples) and decline during follow-up (SR sample, for the CR sample the effect was negligible), and the vulnerability hypothesis, as several negative, but no positive effects of risk factors were observed during intervention and follow-up. Specific risk factors did not replicate between samples. To promote replicable results in future research, we advocate disentangling room for improvement and vulnerability effects, separately testing effects during intervention and follow-up, purposeful sampling, and studying a large set of risk factors including partner variables.

Couple Relationship Education: Before and During COVID-19

The restrictions imposed by the COVID-19 pandemic have required program planners to re-evaluate the provision of relationship education (RE). The current mixed-methods study focuses on the Healthy Relationships [State] initiative's transition from in-person to virtual online RE programing, measuring program impact and comparing the outcomes between the two delivery methods for individuals participating in Couple LINKS, a curriculum designed for adults in committed relationships. Comparisons between delivery methods revealed that in-person participants showed greater gains than virtual participants on key program measures; however, the outcomes were positive for all. Qualitative responses of virtual participants revealed what they liked most and liked least about the virtual format, citing their appreciation for the curriculum, the opportunity to develop new skills, facilitator quality, online accessibility, and couple time. Schedule conflicts and uneven course pacing, reference materials, technology, and sharing personal information were listed as things participants liked least about the virtual program. Implications for the future delivery of RE programs are discussed.

Concurrent randomized control trials of the 1-year efficacy of two couple relationship education programs: ELEVATE and Couples Connecting Mindfully.

A long-standing university-community partnership used a longitudinal randomized control trial to implement and evaluate two couple relationship education (CRE) curricula, ELEVATE and Couples Connecting Mindfully (CCM), among an economically and racially diverse population of adult couples. Married and non-married couples (n=929 couples) completed baseline surveys and were randomly assigned to either one of the two program groups or to the control group by implementation site. Follow-up surveys were collected at 2months, 6months, and 1year after baseline. Using an intent-to-treat approach, growth curve modeling comparisons of trajectories indicated program effects at 1year post-baseline in key outcome areas. Both the ELEVATE and the CCM group reported significant gains in couple relationship skills, couple quality, and family harmony over time compared to the control group that experienced either no change or declines. Further, the ELEVATE group also demonstrated positive program effects on measures of mental health and sleep quality. An assessment of the central premise of CRE indicated that the immediate post-program improvements in couple relationship skills predicted later couple quality for both program groups. This study indicates that both ELEVATE and CCM can be considered evidence-based CRE programs for use with a broad population of couples.

Do Couple Relationship Education Programs Affect Coparenting, Parenting, and Child Outcomes? A Meta-Analytic Study

Do Couple Relationship Education Programs Affect Coparenting, Parenting, and Child Outcomes? A Meta-Analytic Study

How effective are ACF-funded couple relationship education programs? A meta-analytic study.

Since 2006, the U.S. Administration for Children and Families (ACF) has allocated $1.2 billion to a Healthy Marriage and Relationship Education (HMRE) policy initiative that provides grants to community organizations to support relationship education (RE) services for lower income couples and individuals. The policy aim was to help disadvantaged couples and individuals form and sustain healthy, stable relationships and marriages. A significant body of research on the effectiveness of these programs has now accumulated. This meta-analytic study reviews all evaluation research reports of adult couple relationship education (CRE) programs supported by the ACF policy initiative to examine their impact on an array of couple, family, and individual well-being outcomes. Overall, our review of 32 control-group studies found a range of small but significant effects for couple relationship quality (d=.114), relationship skills (d=.132), mental health (d=.074), and coparenting (d=.033), but non-significant effects for relationship stability, parenting, and child well-being. Supplemental analyses with 19 1-group/pre-post studies showed larger effects. Planned moderator analyses explored significant heterogeneity in most effects, however, revealing interesting implications for practice and research going forward.

Helping couples achieve relationship success: A decade of progress in couple relationship education research and practice, 2010-2019.

This article systematically reviewed 34 rigorous evaluation studies of couple relationship education (CRE) programs from 2010 to 2019 that met the criteria for Level 1 well‐established interventions. Significant advances include reaching more diverse and disadvantaged target populations with positive intervention effects on a wider range of outcomes beyond relationship quality, including physical and mental health, coparenting, and even child well‐being, and evidence that high‐risk couples often benefit the most. In addition, considerable progress has been made delivering effective online CRE, increasing services to individuals rather than to couples, and giving greater attention to youth and young adults to teach them principles and skills that may help them form healthy relationships. Ongoing challenges include expanding our understanding of program moderators and change mechanisms, attending to emerging everyday issues facing couples (e.g., healthy breaking ups, long‐distance relationships) and gaining increased institutional support for CRE.

The Effect of Halford Couple Relationship Education (CRE) on the Spouse Preservation Behaviors and primary Marital Relationship

The Effect of Halford Couple Relationship Education (CRE) on the Spouse Preservation Behaviors and primary Marital Relationship

Validating the Couple Relationship Skills Inventory

AbstractObjectiveWe tested the validity of the factor structure and reliability of a new research‐informed comprehensive inventory of key relationship skills predictive of couple quality, the Couple Relationship Skills Inventory (CRSI).BackgroundThe CRSI is based on the National Extension Relationship and Marriage Education Model, an evidence‐derived framework developed as a guide for couple relationship education content. For internal consistency in assessing the effectiveness of programming for couples and for general use in practice and research with couples, an important next step is the design and validation of a comprehensive measure of these core behavioral/attitudinal skills.MethodThe analytic (or “training”) sample of ethnically and economically diverse adults included 824 (independent) men and women and two cross‐validation samples (n = 763 and n = 470).ResultsBayesian confirmatory factor analysis of individual measurement models informed refinement to a 32‐item, nine‐factor (seven‐subscale) measure and indicated excellent fit of the model to the data. Reliabilities for the full scale and the subscales were good to excellent. Cross‐validation study fit statistics and reliabilities were similar, and measurement invariance across samples was validated. Further, support for internal discriminant validity was implied by small to moderate covariances among the factors and concurrent and predictive validity was evidenced (i.e., significant associations among CRSI scores and measures of relationship quality and family harmony).ImplicationsThis measure provides an efficient assessment of core relational skills critical for healthy couple quality and may prove useful in practice and for future studies of couple relationships and couple relationship education.

Foster Caregivers’ Parenting Stress as a Moderator of Change in Coparenting Following Relationship Education

Foster caregivers provide care to some of our most vulnerable children and often experience challenges that can interfere with family functioning, including the interparental relationship. Recent efforts have been made to provide couple relationship education (CRE) to foster caregivers to support their interparental relationship and enhance the quality of the foster home. Guided by family systems theory and adult learning theory, and using an actor–partner interdependence model, the present quasi-experimental descriptive study -examined foster caregivers’ parenting stress at baseline as a moderator of change in perceptions of coparenting support from pre-program (baseline) to post-program (4–6 weeks following CRE) to determine if higher levels of stress prior to CRE inhibits positive changes in coparenting support. While both men and women experience positive change in their perceptions of coparenting support, higher levels of parenting stress moderated positive change for men.