Family Life Education Programs Research Articles

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.

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.

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.

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.

Genesis and contents of value-based human love, sexuality and family life education programme in Nigeria – I

Background: The first stand-alone sexually transmitted diseases (STDs) clinic developed in Nigeria in 1974 from the Endemic Diseases Clinic of the referral consultants’ Medical Out-Patients’ (MOP) Clinic of the University College Hospital, Ibadan. At that time, a good number of patients seen there included subjects with complications of the STDs, in both males and females. Young people were hardly seen at that clinic then. By the 1980s young people began to be seen there. Because of this, a purely preventative extra-curricular health education programme was started for secondary schools in Ibadan. The need for the programme to be value-based also evolved and all the community values in the locality were included in a values clarification component of the programme. Progression: Over time, some teachers of the adolescents as well as some of their parents showed interest in the programme and together joined the youth programme as well as developed the expanded programme for the adults, families and leadership audiences. The basis of these expansions were the participants further needs identified along the previous programme as existed. This article is a review of the programme and the in-course researches conducted on it over the 37 year old programme in this June 2023. Current programme: As of today, a full programme of 46 lecture and seminar-workshop topics has developed as well as subsidiaries thereof, run as individual lecture-seminars or as adolescents, adults, family, or advanced follow-up community leadership programmes. This article is a summary presentation of the development and contents of the programme as well as some of the within-service research products thereof. Conclusion: It is hoped that the nature and importance of this programme may be appreciated as a complement to the “value-free” ones already well known; for a truly socially healthy, free and mutually respectful world.

‘Strengthening [the] family’ through adult education in Turkey: a critical discourse analysis of a family education programme

This paper discusses the scope of governmental interventions in families through adult education in the context of Turkey’s family-focused debates. The central question is to understand how ‘family’ is constructed in the family life education programme of the Ministry of Family and Social Services. Seven handbooks were chosen from the family education and communication module of the programme. Based on a critical discourse analysis of materials, we examined what textual devices and discursive practices were used to construct ‘family’ and what gendered messages were presented in the texts and visuals of the materials. This study revealed that the selected materials utilised several instruments to normalise the family as a privileged institution in society. In the texts, a heteronormative discourse with an emphasis on reproductivity was reinforced and no attention has been paid to diverse gender identities and family forms. The study also revealed that women were assigned as the primary care providers in the family. In this regard, it is argued that the lack of progressive or critical approaches to the conceptualisation of family limits the understanding of needs and educational practices available for families.

Lessons from the Field. Continuous Quality Improvement: A multiyear HMRF case study of best practices in outreach program excellence

AbstractObjectiveWe describe the process and outcomes of developing continuous quality improvement (CQI) procedures for a multiyear, multimillion‐dollar healthy marriage and responsible fatherhood (HMRF) relationship enhancement education program. We present lessons learned, including adaptations used to move all programming online due to the COVID‐19 pandemic.BackgroundContinuous quality improvement (CQI) is a set of best practices that are often neglected in outreach programming due to challenges associated with funding, available expertise, and fear of underwhelming results. However, this practice provides valuable insight and benefits to programs and participants and can be implemented without interrupting program delivery.MethodWe developed a “living” CQI plan over the course of 5 years using three sources of data to track, evaluate, and inform CQI high‐performance decision‐making: program data, fidelity data, and outcome data.ResultsA sample of the preliminary descriptive quantitative results is presented including program registrations and show rates, facilitator effectiveness scores, intervention outcomes, and participant responses to online delivery to illustrate how the three types of data collected are used in the SMART Couples Project to support CQI efforts.Conclusions and ImplicationsOur study demonstrates the benefits of using CQI as a powerful tool for program improvement, with staff and participants alike. It is the nature of the CQI process to be amenable to changes, including unforeseen disruptions in program delivery. Implementing an intentional formative and summative CQI strategy provides benefits to social outreach and family life education programs across delivery formats and contexts.

Teaching Moral Sex: A History of Religion and Sex Education in the United States by Kristy L. Slominski

Reviewed by: Teaching Moral Sex: A History of Religion and Sex Education in the United States by Kristy L. Slominski Courtney Ann Irby Kristy L. Slominski, Teaching Moral Sex: A History of Religion and Sex Education in the United States (New York: Oxford University Press, 2021) Motivated by a desire to complicate the standard narrative that positions sex versus religion, scholars in recent years have tried to illustrate that religious groups are not inherently sex negative. This binary thinking has been challenged by efforts to showcase the discursive shift in purity culture that presents sex as “great” and a “gift” as long as it occurs within heterosexual marriage. Yet the loudest voices continue to represent “religion” as a reactionary position. As Kristy Slominski’s Teaching Moral Sex: A History of Religion and Sex Education in the United States beautifully documents, long before conservative Protestants began to wage battles against sex, liberal Protestants had already formatively shaped public understandings of sex. By expanding the religious groups under investigation to include liberal Protestants, as well as their interfaith efforts with Jews and Catholics, she reminds readers that religion is not a unified concept, nor is it inherently a conservative force that seeks to restrict sex. Teaching Moral Sex weaves together the histories of two sex education movements that dominated the twentieth century—the first, initially called the American Social Hygiene Association (ASHA), played a critical role in the first part of the century until a group originally called the Sex Information and Education Council of the United States (SIECUS) picked up the mantle in the [End Page 159] 1960s. To situate the role of religion in these movements and explore how it shaped their motivations and strategies, the book is divided into five substantive chapters that delineate the “phases of the movement for public sex education” (7) and also provide an overarching chronological narrative for how we arrived at contemporary sex education disputes. To provide a context for the emergence of sex education, Slominski convincingly argues in chapter one that readers must first understand how late nineteenth-century liberal Protestant efforts to combat prostitution were bridged with moralized medical efforts to reduce venereal diseases. Rather than science and religion existing in tension, she illustrates how liberal Christian values served as the glue that held together these different social movements as they merged to become ASHA. After establishing their origins, chapter two turns to explain the type of sex education curricula that ASHA helped to create and their efforts to partner with colleges, YMCAs, and the military to provide these programs. Recognizing the limitations of scientific facts to change the sexual attitudes and behavior of young people sufficiently, ASHA relied on liberal Christian ideals and normative frameworks to craft a “moral education.” Again, illustrating the failure of overly simplistic binaries, Slominski reveals how medicine and religion worked collaboratively to shape cultural norms around sexuality that constrained it to marriage but also challenged what they saw as repressive tendencies to label all aspects of sex as negative. Chapter three chronicles how these redemptive efforts to conceptualize sexuality as a positive force were channeled into family life education programs. In addition to taming the taboo subject, she notes how family life became a common framework that facilitated interfaith conversations, since Catholics, Jews, and liberal Protestants all saw the family as the basic unit of society and feared that it was in need of support. While family life education dominated midcentury efforts, chapter four explains how SIECUS emerged once again to argue that sex education should be a public health concern and how their efforts to develop comprehensive education programs incited what we have come to know as the “sex education controversies” of the 1960s. Conservative Protestants’ negative responses to their situational ethics that promoted personal choice and responsibility over moral absolutes showcase how these debates were not an example of secularism versus religion but were at least partially structured by theological differences in moral decision-making. Slominski also illustrates that liberal Protestants’ “new morality” began to transform sexuality into a site of spiritual growth long before conservative Protestants would do so. Chapter five pulls these themes together to showcase how conservative Protestants’ engagement with SIECUS...

Commitment, Concessions and Compromise. Experiences of building support for and addressing resistance to sexuality education from Nigeria

Abstract Despite the international, regional and national commitments to sexuality education and the evidence of its effectiveness, progress on national implementation of sexuality education has been slow for a variety of reasons. The obstacles to comprehensive sexuality education are well documented and commonly experienced, yet the knowledge base of successful strategies to deal with resistance remain limited. This study evaluated Nigeria’s experience in creating an enabling environment for and addressing backlash to the Family Life and HIV Education (FLHE) programme; the findings reveal that FLHE supporters used both proactive and reactive strategies, whilst also making concessions and compromises to ensure the acceptance of the programme in various states of the country. These practical examples from Nigeria may inspire other countries in the planning, implementation and scale-up phases of their own CSE programmes, especially in settings where socio-cultural barriers pose challenges.

Specific Features of the Generation Z Family Values System

The research featured family values of the so-called Generation Z. The survey involved an authentic survey, S. S. Nosov’s Family Values Questionnaire, and the Morphological Test of Life Values developed by V. F. Sopov and L. V. Karpushina. A comparative analysis proved that Generation Z and Generation Y have both similar and different views on family values. The sphere of marriage and parenting had more differences, while the sphere of kinship showed more similarities. Representatives of Generation Z appeared to accept the idea of cohabitation; they also tended to get married relatively late in life. The gap between the optimal age of marriage for men and women proved to be quite narrow, while the age of first childbirth for women approximated that of men. In general, Generation Z shifted to an egalitarian family type. Unlike Generation Y, members of Generation Z valued spiritual satisfaction and underestimated achievements. In the hierarchy of family life values, they focused on spiritual satisfaction, self-development, individuality, and active social contacts. The research results can be used in health and family life education programs.

Overview of HIV Risk Reduction Interventions among Adolescents - A Call to Evaluate the HIV Education Curriculum in Nigeria

Background: Adolescence is typically a period of experimentation, new experiences, and vulnerability which influences their HIV risk behaviours. Some may out-grow many risk behaviors, yet prevention efforts are needed to reduce the risk of HIV infection during this period. Knowledge about risk is not sufficient for the prevention of HIV risk behavior. This review examines the existing types of education targeted at reducing HIV risk and their application to adolescents for optimal outcome.
 Methodology: Keywords from objectives of review were used to search for related literatures through online libraries of national and international journals. Out of 60 related studies initially generated, 38 literatures were selected for review.
 Results: School-based health services should ideally be complementary rather than replacement option for the provision of health care services for adolescents. Interventions to improve HIV knowledge and reduce risky sexual behaviour may need to specifically target adolescents. The types of HIV risk reduction education intervention among adolescents is classified into peer-based and health provider-based education. Given the complexity of factors that contribute to risk behavior, prevention efforts that focus exclusively on knowledge are unlikely to be successful. Effective school-based (youth-targeted) HIV prevention programs, which typically rely on principles of social cognitive (Learning) theory could be employed to bridge the gap.
 Conclusion and Recommendations: With this in mind, a comprehensive review of the Family life and HIV education (FLHE) programme in Nigerian secondary schools is long overdue.

The Practice of Family Life Education: Toward an Implementation Framework

The practice of family life education (FLE) includes the methods and strategies that family life educators use when implementing programs, along with processes and contextual factors that influence effective program implementation. The focus of this article is on the evidence‐based practices (i.e., best practices) used in the effective delivery of FLE programs. These best practices are organized into an implementation framework designed to guide and support FLE practice and thereby improve program outcomes. The FLE Implementation Framework includes the following components: (a) program environment, (b) program participants, (c) program design and delivery, and (d) program facilitator. Best practices for each component, as well as guiding questions and evaluation strategies, are provided.

청소년 자녀가 있는 남성 한부모의 어려움 관련 변인

The purpose of this study is to examine difficulties single fathers with adolescent children have. 580 single fathers whose children were from 13 years old to 18 years old were selected from a nationally representative data surveyed by the Ministry of Gender Equality and Family in 2015. The dependent variable was a composite score of difficulties in eight domains including finance, parenting, social relations, family relations, and psychological burden they perceived after they became single parents. The independent variables were duration of being single fathers, discriminatory experience as single parents measured by a five item scale (Cronbach’s a=.94), child rearing difficulty measured by a eight item scale (Cronbach’s a=.80), positive value of children, communication time with children, conflicts on children’s internet use measured by a nine item scale (Cronbach’s a=.95). Age, education, housing ownership, employment status, household income, and subjective health condition were controlled in the OLS regression model. The results are as follows. First, single fathers with adolescent children experienced difficulties after they became single parents. Second, child rearing difficulty, discriminatory experience as single parents, conflicts on children’s internet use, and positive value of children were positively associated with difficulties of single fathers. In sum, adolescent children related issues are big burdens to single fathers. Also, prejudice based on the normal family ideology is the main cause of interrupting the integration of multi-shape families. These results imply that family life education programs on single fathers have to concentrate on interaction and caring of adolescent children. In addition, systemic citizenship training is needed for social integration.

Best Practices in Family Life Education Program Evaluation

Program evaluation should be integral to family life education (FLE), but program administrators face common barriers, including expense, lack of evaluation expertise, and fear of no‐effects findings. Thus, the purpose of this article is to provide a primer on feasible best‐practice guidelines for the evaluation of FLE programs. Specifically, we explore four best practices in FLE program evaluation research in real‐world field conditions: (a) clarify upfront the underlying program theory of change or logic model and make research decisions based on this model; (b) adopt a developmental perspective on program evaluation and a mentality of continuous quality improvement; (c) when ready, invest in rigorous impact evaluations with random assignment; and (d) share and synthesize evaluation work to strengthen the field. A theme woven throughout these best practices is for program administrators to collaborate with experienced evaluation researchers to deal with challenging issues. Following these best‐practice guidelines will help program administrators overcome common barriers and conduct evaluation work that strengthens their programs over time and enriches the lives of families.

RELAX Alternatives to Anger: Examining the Experiences of Latino Adults in an Anger Management Program

Anger Management Education (AME) is a growing genre of Family Life Education and Extension that shows promise in helping individuals manage the frequency and intensity of their anger. The majority of research using AME, however, has primarily examined outcomes from high-risk populations such as incarcerated populations, delinquent youth, and couples in relationship duress. This study examines the perceived benefits and experiences of 36 Latino adult participants in the RELAX: Alternatives to Anger family life education program. Five themes emerged using data from five focus group interviews depicting positive evaluative findings among participants, including (1) anger management strategies, (2) understanding anger, (3) improved relationships, (4) social support, and (5) cultural influence of anger. Implications for developing and implementing AME programming for Latino audiences are described.

일본 결혼이주여성의 삶의 질에 관한 다문화적 비교연구 -가족건강성과 프로그램 개발을 중심으로-

This thesis as its purpose has the safe settlement and the increase of the health of the family of the married Japanese migrant women in Korean society, in order to be pointed in that direction the development of the family life education for the sake of the quality of life and the healthiness of the family. To analyze the difficulties within the marriages of the high-level of the differences between the Chinese and Southeast Asian migrant women who are married to Korean men compared with the married Japanese migrant women, and to discuss the quality of life and the healthiness of the family in regard to the theory and pre-studies, and then to put forth the family life education programs.<BR> This study sought to find out the differentiation between the married Chinese and Southeast Asian migrant women and the Japanese women. In order to make an effort to resolve this, the following educational programs were proposed.<BR> First, the necessity of the family life education program for the married migrant women. Second, emphasizing the healiness of the family life education program.

미취학자녀가 있는 국민기초생활보장제도 수급 대상 다문화가족 결혼이주여성의 생활만족도 관련 변인

This study examined the related factors of life satisfaction of married immigrant women with preschool children who are recipients of the National Basic Livelihood Security System. For this purpose, we drew data from the 2015 National Survey on Multi-cultural Families (NSMF). The target group was married immigrant women with preschool children who benefited from the National Basic Livelihood Security System (N=114). We used OLS regression to analyze the related factors of life satisfaction of the target group with the SPSS 23.0 program. The results are as follows. First, married immigrant women with preschool children who benefited from the National Basic Livelihood Security System were in their 30s and had maintained their marriage for about 8 years. The average monthly family income was below $900 and over half of them were not employed. They thought that they were healthy and were satisfied with their everyday lives. Even thought they had conflict with their spouses, they were satisfied with their spousal relationship and their spouse’s child care roles. They supported assimilation to Korean culture and their level of Korean language proficiency was at an intermediate level. Second, all independent variables explained 56% of life satisfaction in married immigrant women with preschool children who benefited from the National Basic Livelihood Security System. Satisfaction with spousal relationship and subjective health were positively associated with life satisfaction for married immigrant women. However, assimilation to Korean culture was negatively associated with life satisfaction for them. Findings of this study can provide implications for family life education programs and family policy within a multi-cultural society.

Providing Family Education for Grandparent Caregivers: Lessons from the GRandS Program

Grandparents who take on primary responsibility for raising grandchildren face unique family challenges while helping reduce the burden on the foster care system. The GRandS (Grandfamily Resilience and Sustainability) Program was a family life education program designed with three fundamental goals: (a) increase grandparent caregivers' knowledge and skills in parenting and child development, (b) fortify their relationships with spouses and grandchildren, and (c) inform them about, and connect them to, available community resources. In this article, we describe the program implementation and evaluation, including the use of quantitative analysis and anecdotal accounts. Additionally, on the basis of our findings and experience with the program, we identify factors important to Extension's successfully serving grandfamilies.