Family Life Education Research Articles

Family‐centered creative arts therapies for children with autism: A configurative systematic review

AbstractObjectiveThis configurative systematic review analyzed family‐centered creative arts therapies for children with autism to understand why and how they are done.BackgroundCreative arts therapies and family‐centered practice are both beneficial for children with autism. Research combining both approaches—that is, family‐centered creative arts therapies—is emerging, and reported findings are promising. A deeper understanding of the theoretical influences and mechanisms of these therapies may generate new ways of thinking and working with families with children with autism.MethodsFollowing registration with PROSPERO and in accordance with PRISMA (Preferred Reporting Items for Systematic Reviews and Meta‐Analyses) guidelines, a literature search was performed, resulting in 17 studies. Thematic analysis considered the studies in terms of theoretical influences, creative arts therapy components, and family‐centered components.ResultsThe development‐in‐context perspective was a key theoretical influence. In addition to music and singing, body movement/physical activity was a prominent component of creative arts therapies. Verbal support as well as modeling behaviors and strategies to parents were salient family‐centered components.ConclusionThis systematic review reveals common principles, practices, and gaps in the existing literature and their relevance for families with children with autism.ImplicationsThese findings bear implications for families, therapists, Certified Family Life Educators, and other professionals working with families with children with autism.

Teaching as Family Life Educators in Collegiate Settings: The Application of Family Science Theories from Systemic and Chronological Perspectives

Family Science is an exciting field which offers a multitude of career pathways, including Family Life Educator (FLE) and the Certified Family Life Educator (CFLE) credential. In this article, I will discuss how, as a Family Life Educator in a university setting, I employ Bronfenbrenner's bioecological model of human development (Bronfenbrenner & Morris, 2006), Elder's (1998) life course perspective, and the concept of intersectionality in teaching family science courses. The article will conclude with discussions of the strengths, limitations, and lessons learned.

Prevalence of Father–Daughter Incestuous Relationship as Perceived by Literate Adults in Nigeria

The purpose of this study was to ascertain how common father-daughter incestuous relationships are among literate individuals in Nigeria. The study used the descriptive survey approach. All adults in Nigeria who were literate made up the target population. The study's sample was chosen by the application of a multistage sampling technique. Data were gathered using a study tool called the "prevalence of father-daughter incestuous questionnaire (PFIQ)". Counselling psychologists with expertise in the field established the instrument's content validity. Using a test-retest approach, the instrument's reliability coefficient was determined, yielding a coefficient of 0.75. The results showed that there is a significant prevalence of incestuous relationships between fathers and daughters (24.9%). Regarding the frequency of father-daughter incestuous relationships, there were notable variations among the participants according to gender [t(1198) =-5.13;p,0,05] and home type [t(1198)=2.23;p<0.05]. The results have implications for counselling practice and education, including the requirement that counsellors have training in managing father-daughter incestuous relationships. The sexuality and family life education programmes should cover techniques for managing father-daughter incestuous relationships. It is consequently advised that, in order to lessen the incidence of father-daughter incestuous relationships, religious organisations educate their followers about the risks involved. To raise public awareness of the need to combat this social threat in our society, the Counselling Association of Nigeria (CASSON) ought to host conferences, workshops, and seminars on father-daughter incestuous relationships.

Empowering Women: Family Life Education Program for Poverty Alleviation

The incidence of poverty in Indonesia has exhibited a marginal decrease, although it remains significantly distant from the desired objective and predominantly concentrated in rural regions. Efforts to reduce poverty should be optimized, particularly by prioritizing the economic empowerment of rural people and improving access to essential services. Poverty in Cianjur Regency, West Java Province, broadly impacted people's lives. Women in rural areas were a significantly affected group. It was among the five districts with the highest number of impoverished people in West Java. The study used secondary data analysis from 2005 to 2021 to understand poverty. This study employed a Concurrent Explanatory Design, which collected comprehensive interviews and statistical data. The researchers conducted interviews with the Head of the Neighborhood Association to gain insights into poverty at the local level. Additionally, they analyzed data from Statistics Indonesia on poverty, gender, and human development in Cianjur Regency from 2005 to 2021, spanning 16 years. The research sought to enhance comprehension of women's poverty in the region by integrating qualitative and quantitative methodologies. Human development index levels were low in Cianjur Regency due to poor development and limited gender empowerment. On average, women in the region had only 5.75 years of education, equivalent to the primary school level. The Family Life Education program was needed to empower families through education and training that suited their needs in addressing this issue. Thus, it was expected to reduce poverty and improve the condition of women in the Cianjur District.

Real‑Life Contexts of Spontaneous Family Life Education

RESEARCH OBJECTIVE: The aim of the research is to explore how spontaneous family life education and preparation for adult life takes place in students’ immediate environment in Hungary. THE RESEARCH PROBLEM AND METHODS: Our main research question is “what are teachers’ and support professionals’ perceptions of patterns of family life education in different family milieus?” The target group for the individual and focus group interviews was teachers working with grades 5–13 and school support staff (N = 53). THE PROCESS OF ARGUMENTATION: The theoretical basis of enhancing family life has undergone considerable change in recent decades. Several international studies have addressed the extreme context sensitivity of family and adult life education in societies with significant regional and social inequalities, such as Hungary, and have called for the compilation of a problem map on which adult life education is based. RESEARCH RESULTS: One important finding of the study is that spontaneous family life education in Hungarian families varies widely according to social and regional aspects. Four family models emerged from the analysis (rural low status, rural or small‑town strivers, urban middle class, and urban educated high status). CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: Preparation for various aspects of adult life is a challenging school task that requires special preparatioand extra work by teachers and school support staff. Because of the dialogue between spontaneous family life education and family life education in schools, there is no uniform curriculum and method for family life education that can be used in all social contexts.

Multigenerational Resilience and Self-Esteem Among Caribbean Families

This study seeks to explore the correlation between cross-generational resilience and self-esteem within Caribbean families. While Caribbean families prioritize multigenerational support, they confront significant stressors that may strain familial bonds and lead to trauma and stress-related disorders. Social stigma exacerbates these challenges, potentially impacting self-esteem and perpetuating generational effects. However, the relationship between family resilience and self-esteem remains unclear. A survey-based investigation involving 179 multigenerational Caribbean families was conducted. Each family completed a self-reported questionnaire assessing family stress levels, resilience, and self-esteem. The study revealed a notable association between family resilience and self-esteem. Families exhibiting higher resilience levels also demonstrated elevated self-esteem among their members. This research contributes to understanding self-esteem dynamics within Caribbean families, emphasizing the significant link between family resilience and individual self-esteem. It highlights the potential for generational impact. The findings underscore the necessity for culturally sensitive family life education and mental health support tailored to Caribbean families. Such initiatives are crucial for fostering the overall well-being of Caribbean families navigating unique challenges in their pursuit of resilience and self-esteem.

“I wish I knew more than my 15-year-old”: Mother and early adolescent reflections on information communication technologies

ABSTRACT This qualitative exploratory study used thematic and dyadic analyses to examine the perceptions of nine White mother-early adolescent dyads regarding information communication technology (ICT) use. Using a general thematic analysis, three major themes presented in the data. Mother and early adolescents focused on ideas for good use of ICT, suggestions for parent education, and ideas about safety including a request for trust from early adolescent participants. Data were also analyzed using a dyadic technique to examine overlaps and differences in mother-early adolescent perceptions. The discussion is presented using a symbolic interactionist lens to explore shared and differing meanings related to ICT use between mothers and early adolescents. Suggestions for community and family life educators are included.

Family dynamics in the context of elder family financial exploitation: Application of qualitative genogram analysis

AbstractObjectiveThis study examined family dynamics that are common in families experiencing elder family financial exploitation (EFFE) using an innovative analytical protocol, qualitative genogram analysis.BackgroundEFFE is a form of elder abuse that affects many older adults and their families. Individual factors associated with EFFE have been examined, but what is missing is a greater focus on the complex family dynamics that contribute to this violation of older family members.MethodUsing qualitative genogram analysis (QGA), a three‐step analytical protocol using family systems theory as a foundation, this study identified key relationship patterns commonly found in families where exploitation had occurred. Family genograms generated from 20 interviewees representing 20 families that reportedly experienced EFFE were used to identify common family dynamic themes.ResultsUsing QGA, we identified four relational dynamic themes across families: distance and closeness, triangulation, power and dominance, and partner influence.ConclusionThese themes illustrate that families experiencing EFFE have several similar relational dynamics, which may have contributed to creating contexts that made older family members more vulnerable to financial exploitation.ImplicationsThe findings of this study provide important indicators for practitioners (e.g., family therapists, family life educators, family attorneys) and policymakers in supporting older family members in making better financial decisions later in life.

Education and biopolitics: deconstructing authority in Polish textbooks

The article examines the mutual relations between education, biopolitics and authority. The objective is to deconstruct authority in relation to three biopolitical issues: abortion, sexual orientation, and IVF. This deconstruction is performed by analysis of the manifestations and strategies of authority employed in Polish textbooks for four subjects at secondary school: social studies, family life education, ethics, and religion. This provided an answer to the question both about the significance of biopolitical issues in the education process and about the role of authority in their construction. The main rhetorical practices for the construction of authority were science, using the strategy of “stating facts”; law, with the strategy of “establishing order”; and religion, whose strategy is “initiating opposition”. In the article, I conduct a qualitative analysis of each of the three rhetorical practices and make conclusions on the role of authority in the process of teaching biopolitical issues in school.

Eugenics, Sex and Family Life Education, and Juvenile Delinquency in Los Angeles County, California

AbstractThis glimpse into sex education in the Los Angeles region illustrates the eugenic ideas about racially “fit” reproduction that emerged in family life curricula during the Second World War. Ideas about eugenic reproduction in public schools responded to broader cultural fears about increasing divorce rates, criminality, immigration, and birthright citizenship. Eugenics in sex and family life education, importantly, portrayed a woman’s choice of mate as a civic responsibility, a move that paved the way for future conflicts about teaching gender and sexuality in public school sex education. Amid a half-century-long conflict over abstinence-only versus comprehensive sex education in public schools, topics like genetics and heredity have come to be widely accepted by both sides—recognized as a presumably value-neutral staple of sex education in US public schools. Yet recent innovations in genetic and reproductive technologies, as well as the conflict over trans and queer youth in the United States, challenge the assumption that teaching genetics and heredity in public schools really is “value neutral.”

PEDAGOGICAL MECHANISMS OF PREPARING STUDENTS FOR FAMILY LIFE

The preparation of students for family life is a critical aspect of their holistic development. This article explores various pedagogical mechanisms designed to equip students with the knowledge, skills, and attitudes necessary for successful family life. The study examines contemporary educational strategies, family life education programs, and the role of teachers and parents in this process. Emphasis is placed on the integration of family life education into school curricula, the development of interpersonal skills, and the promotion of emotional intelligence.

What’s Missing in Introductory Family Science Textbooks? Where is the Theory, Methods, and Application?

One of the central purposes of an introductory family science textbook is to introduce students to the theory and research methods that are commonly used in the discipline and to the applications of research to practical issues confronting families. We examined seventeen textbooks published between 2012-2019 regarding the amount of content devoted to theory, research methods, and application. The authors systematically coded content in the textbooks based on an examination of the Tables of Contents and the Subject Index. The results indicate that most introductory textbooks include limited content about theory and research methods. Also, despite the emphasis of the profession on the translation of research, introductory textbooks did not include much information about family life education or family therapy. There was more coverage of family policy, but the authors rarely included a discussion of the policy process or how research can inform policy. These results can assist instructors in selecting textbooks for courses and assist authors in the development of future textbooks.

The Impact of Family Relationship Quality on Youth's Career Decision-Making Self-Efficacy: The Mediating Role of Youth's Positive Decision-Making Skills

Although studies have focused on identifying the association between family-related factors (e.g., family relationship quality) and youth's career decision-making self-efficacy, additional empirical evidence is necessary to clarify the potential factors influencing the connection between family relationship quality and youth's career decision-making self-efficacy. The present study aimed to investigate the impact of youth's perceived levels of family relationship quality on their career decision-making self-efficacy and the mediating role of their positive decision-making skills among 425 youth participants in a southeastern region of the United States. The authors of this study conducted a mediation analysis using longitudinal data at two different time points in order to investigate the mediating effect of youth's positive decision-making skills. Results indicated that family relationship quality did not have a direct association with youth's career decision-making self-efficacy. Instead, youth's positive decision-making skills had a full mediating effect on the association between the quality of youth-family member relationships and their self-efficacy for career decision-making. Implications for family life educators, researchers of youth career development, and family counselors are discussed.

Implementation of Community Moral Religiosity Values in Hadith and Educational Psychology in Congregation of Al-Amin Godegan Mosque, Yogyakarta

Changes in society from traditional patterns to modern patterns have a significant influence on changes in behavior and lifestyle. Lifestyle changes that eliminate Islamic behavior, for example lack of respect for others and other behaviors. This activity was carried out in the godegan community. Their lives are heavily influenced by Javanese traditions. Some of them pay less attention to Islamic teachings, especially moral teachings. Even though the Prophet emphasized morals to educate children and adolescents. This service uses the lecture and learning model method. This activity aims to make people know and understand and practice the hadiths about social morality in everyday life. The results of this activity are: First, the community understands and understands the Prophet SAW's message about morals. Second, social moral education can have a better impact on change with character education in community and family life. Third, the community can understand and implement social morality that is in line with the values of religiosity contained in the hadith of the Prophet and the psychology of Islamic education.

Mindfulness, awareness, partner caring, and romantic relationship quality: Structural equation modeling.

Studies investigating the potential structures underlying the connection between mindfulness and romantic relationship quality are not sufficient and require additional empirical findings. The current study aimed to examine a hypothesized model underlying the association between mindfulness and relationship quality, while investigating the roles of individuals' level of awareness and application of care in a romantic relationship among 199 adult participants in a southeastern region of the United States. Structural equation modeling (SEM) and path analysis were executed to examine the hypothesized structural model, testing a multi-step pathway as to how mindfulness influences relationship quality. The SEM and path analyses showed a good fit for the present study's hypothesized model, indicating that individuals' mindfulness had a direct influence on their self-awareness level. Individuals' self-awareness and application of care mediated the link between mindfulness and relationship quality. Implications for family life educators, dyadic couples researchers, and marriage and family practitioners are discussed.

Views of Teachers and Support Staff at Schools on the Implementation and Development of Family Life Education

Views of Teachers and Support Staff at Schools on the Implementation and Development of Family Life Education

Use of mobile technology to enhance the capacity of teachers to teach family life and HIV education in Nigeria: Overview of methods for a randomized controlled trial.

Family Life and HIV Education (FLHE) program is a national school-based sexual education intervention program to prevent the spread of HIV among young people in Nigeria. The FLHE curriculum was first implemented nationwide in 2003. However, there have been challenges mitigating the implementation of this intervention. An important challenge is the low capacity of teachers to adequately deliver the contents of the developed curriculum. Considering the significant roles teachers play in the implementation of this important prevention program, it is important that they have the capacity to deliver it. Literature review has shown that there are no documented studies in Nigeria that have considered the use of mobile technology to improve the capacity of teachers to teach FLHE. Therefore, in this paper we have documented the methodology of a study that tested the feasibility of enhancing the self-reported capacity of teachers to deliver the FLHE curriculum through mobile technology. This study was a multiphase study. In this paper, we present an overview of the methods employed in the mobile-FLHE (m-FLHE) program for teachers. We describe study design, participant eligibility and recruitment, assessments, intervention procedures, and measures in the assessments. We also present treatment fidelity assessment, procedures utilized to enhance retention of study participants, and data analysis plans. Although, the role of teachers and instructors in ensuring the fidelity of CSE has been shown to be critical to its success, very few programs have sought to improve the capacity of teachers to teach FLHE. This study presents the methods of an innovative and sustainable way to improve the capacity of teachers to increase the comprehensive knowledge of HIV among adolescents.

Translating discovery science: Delivering online, asynchronous financial education to service members at career and personal life transitions

AbstractObjectiveGrounded in the Kirkpatrick and Kirkpatrick model of evaluation, we examine multiple dimensions of military service members' reactions to six online, asynchronous financial family life education efforts.BackgroundUsing a “just‐in‐time” training model, financial literacy trainings that correspond to key family and career transitions were congressionally mandated for all service members. Program evaluation efforts are ongoing to assess training merit and inform training improvements.MethodThe six specific trainings evaluated occurred when service members were relocating, returning from deployment, receiving a promotion, getting married, getting divorced, and the birth of a first child. We explored various dimensions of training reactions, including training topics that were perceived as most beneficial at certain life stages or transitions; the perceptions of the trainings' quality, relevance, and impact; and finally, the likelihood of them sharing that information with their significant other. Data were collected between July 2021 and June 2023.ResultsOverall, service members perceived the trainings as high quality, relevant, and impactful, and most service members were likely to share the information with their spouse. Some differences were seen by demographic groups, such that trainees who were enlisted (compared to officers), identified as African American (compared to White), and had a high school diploma or associate's degree (compared to a more advanced degree) typically reported more favorable reactions.Conclusion and ImplicationsActionable strategies are provided to support service members and inform the development and evaluation of other family life education programs, particularly online, asynchronous training and financial‐focused training.

FAMILY LIFE EDUCATION MODEL BASED ON LIFE SKILLS FOR ADOLESCENTS AFFECTED BY THE EARTHQUAKE IN CIANJUR

Abstract - The impact of the earthquake disaster causes adolescents to be more vulnerable to the threat of physical, emotional, and exploitation, including loss of the right to learn. Moreover, there is a phenomenon of early marriage due to this natural disaster. From these findings and assumptions, it is necessary to design a Life Skills-based Family Life Education model that can equip adolescents comprehensively, including academic skills, vocational skills, and generic skills that will have implications for increasing family resilience. This study aims to develop a Life skills-based Family Life Education model for Adolescents Affected by the Earthquake in Cianjur. The research approach used to answer the research problems that have been formulated in this study is Research and Development (RD), which is carried out in three stages, namely: (1) Preliminary Study, (2) Model Development, and (3) Model Test (Model Validation). The results showed that the Life Skills-Based Family Life Education Model for Adolescents Affected by the Earthquake deserves to be implemented in providing family services in the community to help increase family resilience to achieve a prosperous and happy family. Keywords: Model, Family Life Education, Life Skills, Youth

Perception of Parenting Educational Styles in Chilean Adolescents

Parental socialization styles influence the psychosocial well-being of sons and daughters according to sociodemographic variables. The aim of the study was to examine the perception of the educational styles exercised by fathers and mothers in a sample of adolescents from the Araucanía region, Chile. Within the framework of a non-experimental and cross-sectional design, 806 adolescents answered a sociodemographic questionnaire and the Parental Socialization Styles in Adolescence Scale (ESPA29). The results showed that there are differences by sex and age in the perception of the parental practices exercised by both the father and the mother, results that would make it possible to orient or focus family life education programs.