Relationship Education Programs Research Articles

People with intellectual disabilities, relationship and sex education programmes: A systematic review

Objective: The aim of this systematic review was to examine the research evidence concerning the views and experiences of people with intellectual disabilities regarding their participation in and the effectiveness of relationship and sex education programmes. Methods: A systematic search of relevant electronic databases was conducted using defined inclusion criteria. All papers reviewed were from October 1998 to October 2018. PRISMA guidelines were followed in the design and reporting of the systematic review. Results: A total of eight studies published in English were included in the review. Data were analysed and the key themes identified were (1) designing and developing relationship and sex education programmes, (2) participating in relationship and sex education programmes and (3) perceived benefits of relationship and sex education programme participation. Conclusion: This review identified that people with intellectual disabilities are accessing relationship and sex education programmes and appear to find them helpful. Further research is required to investigate the extent to which programmes impact on long-term behaviours that enable the development of sustainable relationships and reduce the unintended consequences of sexual activities. Implications for policy, practice and future research developments are discussed.

Do Male Couples Agree on Their Sexual Agreements? An Analysis of Dyadic Data.

Male couples often formulate sexual agreements, but little is known about the extent to which partners concur about their exact terms. Disagreements, particularly with respect to sex outside the relationship, may induce stress and potentially increase the risk of HIV and other sexually transmitted infections. Our study sought to describe concordance between male partners on several aspects of their sexual agreements, overall, as well as stratified by dyadic HIV serostatus and relationship duration. Between July 2014 and May 2016, we collected bidirectional data from 160 male couples residing in Atlanta, Boston, and Chicago. Overall, we observed weak concordance for whether or not couples had a mutual agreement about sex with outside partners. Even among 110 couples in which both partners reported having an agreement, there was weak-to-moderate concordance for general rules that might apply to having sex outside the relationship (e.g., forming emotional relationships is not allowed, outside sexual activities must be disclosed), and for specific sexual behaviors allowed or disallowed (e.g., topping without a condom, bottoming without a condom). Concordance for the type of sexual agreement was higher within HIV seroconcordant negative partnerships compared to HIV serodiscordant partnerships, and lower within relationships ≥ 5years and 1 to < 5years compared to those < 1year. Dyadic interventions for male couples (e.g., couples HIV testing and counseling, relationship education programs) can offer unique opportunities for skills building around negotiating sexual agreements and might especially benefit HIV serodiscordant partnerships, and those in the formative stages of their relationships.

A systematic review of culturally relevant marriage and couple relationship education programs for African-American couples

ABSTRACTThis systematic review examined the extent to which marriage and couple relationship education programs targeting African-Americans utilize culturally relevant components and the efficacy of such components. Seven studies meeting the search criteria were included in the analysis. The types of culturally relevant components incorporated by the programs described in the studies included (a) the inclusion of spirituality and prayer, (b) racial/ethnic matching of facilitator and participants, (c) storytelling and oral tradition, (d) discussion of historical sociocultural factors, (e) integrated cultural values and racial identity, (f) strengths of African-American family and children, and (g) the use of Africentric principles and African-centered curriculum content. The findings suggest that African-American couples benefit from the incorporation of culturally relevant programs as a way to establish healthier relationships and couple satisfaction through improved relationship skills and communication. Overall support for cultural values essential in the African-American culture included connectedness, spirituality, strong African-American identity, and prayer.

Supporting positive sexual health and healthy sexual development: a relationship and sex education programme for unaccompanied asylum seeking young people

Supporting positive sexual health and healthy sexual development: a relationship and sex education programme for unaccompanied asylum seeking young people

When the "U" is not Inverted: Trajectories of Expressed Emotional Arousal Predict Relationship Satisfaction.

Maladaptive emotional reactivity and dysfunctional communication during couple conflict are both destructive to couple functioning, and observational research has elucidated how conflict escalates. However, much of the evidence is based on measures that combine content (i.e., what was said) and the emotion with which it was said, which are then examined using sequential analyses. Despite the general presumptions about underlying emotional reactivity and escalation in negative emotions as part of relationship distress and deterioration, little empirical data are available that directly examine these continuous shifts in emotions. The current study examined concurrent and longitudinal associations between relationship satisfaction and trajectories of change in vocally expressed emotional arousal during couple conflict in 62 couples who participated in a relationship education program. Contrary to expectations and patterns found in distressed couples, trajectories followed a U-shape rather than an inverted U-shape curve, with steeper and more persistent decreases in emotional arousal predicting more stable relationship satisfaction over time. In addition, there were within-couple effects. These results suggest that early signs for relationship deterioration may be less in the form of overt escalation as would be seen in distressed couples. Instead, couples who subsequently deteriorate more are less effective in calming emotional arousal. They also are less able to remain at lower emotional arousal. It is possible that the more pronounced escalation toward the end of the conversation in more at-risk couples is a precursor of the greater escalation patterns seen in distressed couples; this should be examined empirically. Limitations and implications are discussed.

Individual Personality Characteristics Associated with Perceived Change and Helpfulness in Self-directed Marriage and Relationship Education

Little is known about the role that personality may play in participation and outcomes of marriage and relationship education (MRE) programs in varying formats and no research has been conducted to assess what role personality and emotional readiness factors may play in the outcomes of self-directed MRE. Data collected through online Relationship Evaluation Questionnaire (RELATE) was used to analyze how personality and emotional readiness factors affect perceived change and helpfulness in self-directed MRE interventions for 746 individuals who participated in such interventions. Extroversion was significant across factors predicting perceived positive change among men and women. Implications of this research for self-directed MRE interventions are discussed.

The Five Love Languages Program: An Exploratory Investigation Points to Improvements in Relationship Functioning

The authors describe an exploratory investigation of a relationship education program based on the Five Love Languages (5 LL) (Chapman, 2007), implemented by Extension educators in seven rural counties. Relationship assessments measured participant changes related to the quality of the primary relationship, belief in the future of the relationship, and partner empathy. Confidence in using the 5 LLs was also assessed. Two groups were compared, a “no booster” group that participated in didactic and final sessions and a “booster” group that received a book, tips, and reminders to practice the 5 LLs. Focus groups revealed how participants benefited. The results showed significant gains in knowledge of and confidence in using the 5 LLs. All participants significantly improved on partner empathy and the “booster” group showed significantly more improvement than the “no booster” group. The value to the family life education mission of Cooperative Extension is discussed, and recommendations for future research are given.

Treatment-as-Usual for Couples: Trajectories Before and After Beginning Couple Therapy.

Couple therapy has been shown to be a meaningful way to improve couples' relationships. However, less information is known about couples' functioning prior to entering treatment in community settings, as well as how their relationship functioning changes from initiating therapy onward. This study examined 87 couples who began community-based couple therapy during a longitudinal study of couples in the military. The couples were assessed six times over the course of 3years, including time points before and after starting couple therapy. Using an interrupted-time series design, we examined trajectories across the start of couple therapy in relationship satisfaction, divorce proneness, and negative communication. The results demonstrated that couples' relationship satisfaction was declining and both divorce proneness and negative communication were increasing prior to entering couple therapy. After starting couple therapy, couples' functioning on all three variables leveled off but did not show further change, but previous experience in relationship education moderated these effects. Specifically, those who were assigned to the relationship education program (vs. control) demonstrated greater reductions in divorce proneness and greater increases marital satisfaction after starting therapy; however, they also started more distressed.

Couple relationship education program \u201cLiving as Partners\u201d: evaluation of effects on marital quality and conflict

Relationship education programs are strategies that can favor better marital quality and conflict management between spouses. The relationship education program “Living as Partners: Turning Challenges into Opportunities” seeks to promote the couples’ learning of conflict resolution strategies and better quality levels in the relationship. This study evaluates the capacity of this program to produce results regarding marital quality and three dimensions of the couple’s conflict: frequency, intensity, and resolution strategies. Data from 41 couples were analyzed before and after the program, and a follow-up after 5 months (n = 33 couples) were conducted as well (single group, pre-test, post-test, and follow-up quasi-experimental design). Results show that the program produced immediate effects in all the outcome variables, which remained significant after 5 months, except for marital quality and for the strategy of compliance. These outcomes showed effect sizes ranging from low to high levels. The study presents evidence about the ability of the “Living as Partners” program to produce improvements in couple’s conflict indicators, addressing an unexplored field of research and intervention focused on Brazilian cultural specificities.

Perceived Romantic Relationship Quality: Associations With Adolescents' Depressive Symptoms and Externalizing Behavior

ObjectiveTo understand whether 15‐year‐old adolescents' reports of positive and negative interactions in their romantic relationships are associated with their depressive symptoms and externalizing behavior.BackgroundTo ensure that relationship education programs comprehensively address adolescent romantic development, there is a need for research focused on relationship dynamics during adolescence. In particular, there is a paucity of research on the associations between romantic relationship quality and adolescent adjustment.MethodData were from adolescents in romantic relationships during the fourth wave of the NICHD Study of Early Child Care and Youth Development (N = 205). Adolescents reported the positive and negative interactions in their romantic relationships, depressive symptoms, and externalizing behavior.ResultsNegative interactions were positively associated with depressive symptoms and externalizing behavior. Positive interactions were not associated with adolescent adjustment but did moderate the associations between negative interactions and depressive symptoms. Specifically, and unexpectedly, positive interactions exacerbated the association between high (+1 SD) negative interactions and depressive symptoms.ConclusionAdolescents in romantic relationships may be at risk for depressive symptoms and externalizing behavior when they experience negative interactions with romantic partners. They do not, however, appear to benefit from positive interactions.ImplicationsA primary goal of adolescent‐specific relationship education should be to minimize negative interactions between romantic partners.

Conversations for Connection: An Outcome Assessment of the Hold-Me-Tight Relationship-Education Program, and Recommendations for Improving Future Research Methodology in Relationship Education.

The Hold Me Tight (HMT) program is a new approach to relationship education based on Emotionally-Focused Therapy (Johnson, 2004), an evidence-based approach to couple therapy. In this exploratory longitudinal research, we examined individual growth in relationship satisfaction and trust for partners in 95 couples in 16 HMT groups across four occasions of measurement: Baseline, Pre-Program, Post-Program and at either 3- or 6-month Follow-Up. We found that relationship satisfaction and trust increased during program participation, and declined during follow-up. We believe our findings provide support for the short-term effectiveness of the HMT program, and suggest a longer period of program delivery may result in improved retention of gains. Finally, we present recommendations for improving the design of future longitudinal research in relationship education.

The power of listening: Lending an ear to the partner during dyadic coping conversations.

Although active, responsive listening is widely assumed to be essential for well-functioning intimate relationships, the manner in which this important behavior might promote closeness remains unknown. To test the prediction that listening may be especially influential when partners disclose experiences of stress, we instructed 365 heterosexual couples to hold two 8-min conversations in which each partner discussed a stressful personal experience while the other partner was asked to respond as he or she ordinarily would. We coded expressions of stress and listening behavior at 10-s intervals during these conversations, applied actor-partner multilevel models to compute a variable capturing the covariation between one partner's stress expression and the other partner's listening behavior, and then used that variable in regression analyses to predict observed dyadic coping behaviors, self-reports of the quality of dyadic coping in general, and self-reports of relationship satisfaction. Attentive listening while the other partner expressed stress was significantly linked with better dyadic coping behaviors and higher relationship satisfaction. Partners displaying less attentive listening during the partner's stress expression also engaged in more problem-oriented coping and more negative dyadic coping. Because attentive listening during disclosure of stress covaries in expected ways with support provision and judgments of relationship quality, appreciating the context-specific effects of active listening merits careful consideration as an intervention target in couple therapy and in relationship education programs. (PsycINFO Database Record

Improving Young Male Couples’ Sexual and Relationship Health in the 2GETHER Program: Intervention Techniques, Environments of Care, and Societal Considerations

Young male couples are at high risk for acquiring human immunodeficiency virus (HIV). However, few HIV prevention programs meet the needs of young male couples that express an interest in how to maintain healthy relationships. As such, we developed 2GETHER, a couple-based program that integrates HIV risk reduction and sexual health information into a relationship education program specific to young male couples. 2GETHER was guided by cognitive-behavioral theories of HIV risk reduction and relationship functioning and was informed by a social–ecological perspective to address factors within and outside the couple that can impact sexual and relationship health. As a micro-level intervention, 2GETHER intervenes directly with couples via psychoeducation and cognitive-behavioral strategies to change couples’ communication patterns, sexual health behaviors, and relationship satisfaction. Successful implementation of 2GETHER requires mezzo-level interventions that create an affirming environment of care for sexual minority individuals and facilitators who are culturally competent in working with young male couples. Although macro-level interventions to change societal acceptance of and policies germane to sexual minority couples are beyond the scope of 2GETHER, we discuss how clinicians can advocate for systemic changes to improve sexual minority couples’ health, and how 2GETHER addresses the impact of such macro-level factors on the couple’s relationship. Our experience developing and testing 2GETHER indicates that HIV prevention programs for young male couples should reflect the unique contexts shaping sexual minority individuals’ relationships and lives, and that programs should intervene within and across multiple levels when possible to improve health for sexual minority men.

Sources of socialization for interpersonal trust: an exploration of low-income Black adolescents’ experiences

ABSTRACTMuch of the literature on interpersonal trust is quantitative in nature, using scales developed primarily with White middle-class and upper-class adults. To understand how another racial group of a different socioeconomic background and age views interpersonal trust, we considered the experiences of 22 low-income Black adolescents. The adolescents participated in a relationship education program and were interviewed about their interpersonal trust experiences. Results of a qualitative data analysis revealed that most adolescents defined interpersonal trust based on honesty and fidelity, with a particular emphasis on monogamy in romantic relationships. Adolescents identified direct messages from family members and personal relationship experiences as sources of socialization for interpersonal trust. Although some adolescents reported that the relationship education program enhanced their understanding of and willingness to trust, others maintained that trust can only be learned through personal experiences. Though the adolescents generally trusted family members, they experienced challenges trusting friends and romantic partners. Despite this, adolescents considered interpersonal trust a vital and a necessary part of romantic relationships. We discuss implications of the findings for relationship stability and satisfaction.

Marital Text

Face-to-face prevention-focused relationship education programs have generally been efficacious in improving couples’ communication and relationship satisfaction. Computer-based interventions have furthered the dissemination of these interventions, so anyone with access to a computer can participate in the intervention. One of the next steps in this line of research is finding affordable and convenient ways to disseminate this information. One possibility is text messaging. The current study examined the feasibility of utilizing text messages as a dissemination tool for relationship enhancement. In this study, 128 married individuals were randomly assigned to a control condition ( n = 64), where relationship-related text messages were not received, or to a treatment condition ( n = 64), where relationship-related text messages were received. Individuals assigned to the treatment condition responded positively toward the intervention. Participants’ dropout and retention rates were promising, and 99% of the participants supplied authentic phone numbers. Participants reported the intervention helped them make changes in their relationship, and that the text messages’ content was beneficial to their relationship. Strengths, limitations, and ideas for future research are discussed, as well as the implications for utilizing text messages as a dissemination tool for preventative relationship education.

Changes in Couple Relationship Dynamics among Low-Income Parents in a Relationship Education Program Are Associated with Decreases in Their Children's Mental Health Symptoms.

Witnessing intimate partner violence (IPV) among parents negatively impacts millions of children in the United States each year. Low-income families are disproportionately affected by IPV compared to middle- and high-income individuals, and are beginning to be the focus of IPV secondary prevention interventions, including relationship education programs. Despite these developments, few studies have examined changes in psychosocial functioning among children of parents participating in relationship education programs. The current study examined the extent to which changes in specific couple dynamics among individuals from low-income backgrounds participating in a couple relationship education program, Within My Reach, were associated with changes in child mental health symptoms. A second purpose of this paper is to examine whether changes in parent–child relationship quality mediates the association between changes in couple dynamics and changes in child mental health difficulties. Participants (n = 347) were parents who participated in Within My Reach as part of programming offered at a large community agency. Decreases in negative couple conflict behaviors, including conflict engagement, withdrawal and compliance, over the course of the program were linked to decreases in child mental health difficulties. In addition, increases in parent–child relationship quality partially mediated the associations between decreases in compliance, as well as increase in overall couple relationship quality, and decreases in child symptoms. Community-based couple relationship education programs for low-income families can potentially have multiple positive impacts throughout the family system, including for children.

The Effects of Relationship Education in Low‐Income Couples: A Meta‐Analysis of Randomized‐Controlled Evaluation Studies

ObjectiveTo investigate the effectiveness of relationship education programs in low‐income couples.BackgroundRelationship education programs have been developed in response to family structure changes over the past few decades that have placed low‐income couples, in particular, at risk. These programs are designed to teach effective communication and problem‐solving skills, which are important resources for the prevention of divorce, single parenthood, and absent fathers, and to navigate complex stepfamily constellations.MethodA systematic literature search for studies evaluating relationship education within a randomized‐controlled design in low‐income couples was conducted, resulting in a set of 16 eligible research reports (providing information about 48 independent studies). Weighted mean effects were calculated, and moderators of effectiveness were examined in meta‐analyses of variance and metaregressions.ResultsAnalyses revealed a small but statistically significant mean effect of d+ = 0.10 (SE = 0.03), which doubled when program attendance rates exceeded 50%. Effects were generally higher in less disadvantaged samples (i.e., those that were older, more educated, higher‐income, and more likely to be married).ConclusionRelationship education can have small and stable effects, especially when retention rates are high. Offering programs at the transition to parenthood is a promising strategy.ImplicationsMore needs to be done to reach out to the most vulnerable couples and improve participation and retention rates. The present strategies are not sufficiently effective in recruiting and retaining the target population. Combining relationship education with other programs and services might be more feasible.

Grillin’ with My Grandchild©: multigenerational programming for grandfathers and grandchildren

ABSTRACTThis article describes the Grillin’ with My Grandchild© multigenerational relationship education program which is designed to encourage the enhancement and maintenance of a meaningful grandfather-grandchild relationship. During this multi-session program, grandfather and grandchild participants engage in several activities which include creating an electronic memory book as well as grilling and eating food together. They learn through facilitated discussion and by sharing personal experiences what it means to be a grandfather and a grandchild. Facilitated discussion about nutritional grilling practices and safe food grilling are implemented at each session. Grandfather-grandchild dyads interact with other familial dyads in their group and experience a sense of community and familiarity. Future research into the relational and psychological benefits of the program are suggested.

Positively Impacting Maternal Stress and Parental Adjustment through Community-Based Relationship Education (RE)

ABSTRACTRelationship education (RE) is a brief, strength-based psychoeducational intervention for couples that demonstrates strong outcomes to decrease individual and couple stress. The current study examined changes in relationship and family adjustment for expectant mothers following RE intervention. Participants included 91 pregnant women (64.8% racial or ethnic minorities) who participated in a community-based RE program. In examination of pre and post-intervention relationship assessment scale and parental stress and coping inventory results, RE intervention contributed to increased relationship satisfaction, and reduced parental distress, as well as to improved social support and family-based support scores among participants. In addition, relationship stress is a major contributor to stress during pregnancy that adds vulnerability for the health of low-income and ethnic minority expectant mothers and their children. Findings indicate the effectiveness of RE to significantly reduce stress for expectant mothers. Therefore, the use of RE as a low-cost and accessible intervention to combat stress provides positive implications for this vulnerable population.

Providing Relationship Interventions to Same-Sex Couples: Clinical Considerations, Program Adaptations, and Continuing Education

Despite remarkable similarities to different-sex couples in terms of core relationship processes and outcomes, same-sex couples differ from different-sex couples in important ways, including relational strengths (e.g., more egalitarian) and challenges associated with their sexual minority identity (e.g., discrimination). Given that most cognitive-behavioral relationship interventions have been designed for and tested on different-sex couples, clinicians wishing to serve same-sex couples will need to make appropriate adaptations to these interventions in order to remove heterosexist bias and sensitively meet the unique needs of same-sex couples. Further, clinicians should strive to be culturally competent in serving this population by developing knowledge of same-sex couple dynamics and issues, and by building a sense of comfort working with these families, which may involve addressing personal biases. The current paper seeks to provide an introduction to same-sex couple relational processes, and offers clinical recommendations and intervention adaptations to better serve this population. Some examples will refer to the development of the Strengthening Same-Sex Relationships programs, culturally sensitive relationship education programs specifically designed for and successfully piloted with male and female same-sex couples.