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Using a Family Stress Model framework, we used quantitative and qualitative methods to investigate the impact of the pandemic on Latinx pregnant and parenting adolescents and their families. Participants were 406 adolescents (ages 14–19) in the southwestern U.S. who participated in a school-based relationship education program for pregnant and parenting adolescents. In the quantitative analysis, we compared self-reported mental health (depressive symptoms, worry, parental stress), coparental relationships (conflict and communication), and parenting of adolescents who participated prior to the pandemic (N = 357; 83.6% female; 84.7% Latinx) with those who participated during the pandemic (N = 49; 74.6% female; 87.8% Latinx). Unexpectedly, the pandemic-period cohort reported fewer depressive symptoms, less parental stress, more frequent coparental communication, and more positive coparental communication and conflict management than the pre-pandemic cohort. For the qualitative analysis, we conducted focus groups and individual interviews with 21 adolescent parents (95.2% female; 90.5% Latinx) from the pandemic-period cohort and analyzed the data using thematic analysis. Participants reported many negative effects of the pandemic, including increased economic and health stress, yet also discussed reduced pressure with school and more time with family members. These findings have important implications for enhancing the well-being of adolescent parents and their children after the pandemic. [ABSTRACT FROM AUTHOR]

Objective Background Method Results Conclusion Implications To assess the feasibility of implementing a culturally responsive version of Gottman's Seven Principles relationship education program in a community‐based setting for married Arab American adults.To provide high‐quality couple and relationship education, it is necessary to acknowledge the population's needs and cultural backgrounds. One ethnic minority group that needs special attention is the Arab American community, which shares protective factors in terms of family support, religious beliefs, resiliency, and collectivist culture.We adapted Gottman's Seven Principles Program and conducted a qualitative feasibility study to examine recruitment capability, program acceptability, demand, and participant response among 16 Arab American married adults.The results emphasize the vital role that thoughtful cultural and linguistic program adaptation played in increasing the acceptability and engagement of Arab American participants. However, results identified the ongoing stigma in Arab American communities against overtly seeking help for marital issues.This feasibility study provides helpful methodological and practical guidance to inform the design of larger scale randomized trials examining the efficacy of culturally responsive marriage education programs.This study outlined actionable strategies, adaptations, venues, and communication channels to reduce barriers and optimize the delivery of marriage education to Arab American couples and families. [ABSTRACT FROM AUTHOR]

Introduction: When interventionists stimulate productive father-mother dialogues around coparenting, there are numerous potential benefits for families. Families stand to benefit from more positive involvement of fathers with both coparents and children, key contributors to healthy child developmental outcomes. In this report, we introduce a new strategy and rating system for helping practitioners and supervisors assess the nature and quality of coparenting-related dialogues and conversations in the context of couples group interventions. Method: The system derives from analysis of 24 relationship-enhancement groups, 13 enrolling English-speaking couples and 11 enrolling Spanish-speaking couples, all parents of young children. All groups were co-led by a male-female team explicitly trained to focus on marital and parenting themes and supervised to address couples issues - not coparenting issues explicitly. All co-leaders spoke the native language of group participants. We documented how frequently coparenting events occurred, and how the nature and quality of events varied within and across groups. Results: Overall, in both English- and Spanish-speaking groups expressly assembled to focus on marital and parenting issues, coparenting events occurred relatively infrequently. At the same time, both mothers and fathers appeared motivated to raise and discuss issues associated with their coparenting, and extended discussions about coparenting issues broached by the parents blossomed in approximately 37% of all instances. Process-oriented (rather than didactic) co-leader responses appeared especially helpful in scaffolding prolonged coparenting discussions. Discussion: We propose that use of the system as a training, supervision and self-assessment tool can help clinicians become more consciously aware of how well their interventions succeed in promoting and scaffolding coparenting conversations during group interactions. [ABSTRACT FROM AUTHOR]

AbstractIn this meta-analysis, the authors tested the overall effect of Hold Me Tight (HMT), a relationship education program for couples based in emotionally focused therapy, on couples’ relationship adjustment. Using a detailed search process, we identified and analyzed eight quantitative, single-group comparison studies. Studies included predominantly cisgender, straight couples (N = 310) in dyadic, monogamous relationships from the United States, Canada, and the Netherlands. The eight studies also included evaluations of online and in-person delivery methods, as well as eight-week groups and one- and two-day workshops. Across the studies, we found that participation in HMT was associated with a small, statistically significant effect (d = 0.377) on couples’ self-reported relationship adjustment, lending support that HMT may be an effective program for couples. Few available studies limited our ability to test additional outcomes or explore moderators of the effect, which are key areas for future research. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Background: Relationships and sexuality education (RSE) programmes are widely taught in schools, however for children and young people with intellectual disabilities, these programmes appear to be limited regarding information on relationships, informed choices and decision making. The purpose of this study was to seek the views and understanding of children and young people with intellectual disabilities, and those involved in their care and education, to identify best practice and approaches to the delivery on relationships and sexuality education. Methods: This study used a qualitative design with 37 pupils from five special schools from across the United Kingdom (UK) participating. In-depth semi-structured interviews were held online, or in person. All interviews were recorded and transcribed verbatim. Transcripts were anonymised, assigned a pseudonym and subjected to inductive thematic analysis. Findings: Four themes emerged from the data: (i) enthusiasm and inquisitiveness to acquire knowledge; (ii) dynamics of positive friendships; (iii) experiences and understanding of supportive relationships and sexuality; and (iv) valuing the exchange of knowledge and information. The findings highlight that children and young people with intellectual disabilities want education, support and information on matters relating to their relationships and sexuality. Conclusions: This is the largest study to date providing a voice to children and young people with intellectual disabilities regarding their relationships and sexuality. While special schools provide relationships and sexuality education, there is a requirement for a programme and resources specific to the needs of pupils with intellectual disabilities to be developed and evaluated. Such education should continue beyond school and be embedded in adult services. [ABSTRACT FROM AUTHOR]

Relationship education has shown promising effects for low‐income couples on outcomes such as promoting positive communication, improving global relationship satisfaction, parenting, and individual psychological distress. Studies also indicate that couples' baseline distress (e.g., relational and individual) moderates outcomes. Yet, few studies implemented a person‐centered approach to analyzing data for those who participate in relationship education. In a sample of 488 low‐income opposite‐gendered couples, we identified latent profile groups for men and women based on self‐reported relationship satisfaction and behavioral self‐regulation scores, thus incorporating both relational and individual factors. Results yielded a three‐class solution for men and a four‐class solution for women. We then examined group profile differences in individual psychological distress and relationship satisfaction change scores after completing the relationship education intervention (12 h of PREP's Within Our Reach). Results indicated significant differences, suggesting that group membership can predict overall improvements in both psychological and relationship distress. Thus, RE programmers and policymakers may consider flexible delivery (e.g., more or less content; more or less intense coaching) that considers overall baseline relational and/or individual functioning as opposed to a one‐size‐fits‐all method. [ABSTRACT FROM AUTHOR]

This study of LGBTQ+ college students highlights and amplifies the experiences of their healthy intimate relationships. College represents a pivotal time for personal and relationship development for many students, and seeing the positive ways students with historically minoritized gender and sexual identities navigate relationships has value for understanding how sexuality manifests within the current culture. Using a critical constructivist perspective and photo elicitation methods, the study includes students’ narratives and visual presentations of their lived experiences thriving in healthy intimate relationships. The findings included three specific areas that supported students’ thriving: self-work and self-awareness, fluidity and flexibility, and communication. These findings, and students’ relationship images highlight the ways that they thrive through continual affirmative consent and responsibility to themselves and their relationships. Together, these findings provide possibility models to support imagining and educating about LGBTQ+ students’ healthy intimate relationships. Findings have potential for informing trainings and resources for LGBTQ+ students, enhancing relationship education by challenging oppressive norms that influence all students, and for questioning the ways university regulations inhibit participants’ agency for celebrating their intimacy. [ABSTRACT FROM AUTHOR]

This 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. [ABSTRACT FROM AUTHOR]

Objective: This 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. Background: Among 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. Method: The sample comprised 340 individuals (170 couples) who participated in the online ePREP program with remote coaching and completed three survey assessments over 6 months. Results: Significant 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. Conclusion: Findings highlight the ability to disseminate effectively an evidence‐based CRE program within a state Extension system. Implications: This 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. [ABSTRACT FROM AUTHOR]

The inclusion of pleasure in school-based sexuality education remains a controversial issue despite a long-standing body of scholarship which argues for its importance. While recent studies reveal sexual pleasure remains missing in school programmes, it appears to be in abundance in the Netflix series Sex Education. This paper examines the series as a potential source of learning about sexual pleasure and the types of messages it offers young people on this topic. It argues that Sex Education’s treatment of sexual pleasure differs from school-based programmes in the way it often disrupts dominant meanings of sex and sexuality. While schools typically take a risk-reduction approach to young people’s sexuality, Sex Education treats sexual pleasure as a legitimate, positive and commonplace pursuit which can be experienced through diverse practices and relationships. Much of what Sex Education is able to achieve in its treatment of sexual pleasure is attributable to the series being outside formal schooling and its deployment of tools associated with the televisual medium. Given the rise of regressive gender and sexual politics globally, programmes like Sex Education offer an increasingly important source of learning and counter narratives to politically conservative understandings of sex and sexuality. [ABSTRACT FROM AUTHOR]

Much of the research on mindfulness training has focused on individuals and little has evaluated mindfulness training and education in the context of romantic relationships. Mindfulness practiced by committed partners has been linked to greater empathy, perspective taking, and overall marital satisfaction. However, no relationship education program includes training on how mindfulness may benefit a couple's sexual relationship. Sexual mindfulness is a new area of research that preliminarily has shown that sexual mindfulness may benefit individuals and couples above and beyond mindfulness alone. To build on the small amount of research that indicates mindfulness and sexual mindfulness may benefit romantic relationships, we compared heterosexual couples in a mindfulness-only intervention comparison group (n = 66 individuals) to couples in a sexual-mindfulness intervention treatment group (n = 83 individuals). Couples in both groups were taught about mindfulness, communication, and effective problem solving. Participants in the treatment group were given addition information about sexual mindfulness. The two-session, six-hour intervention found that both groups improved in all metrics. The sexual-mindfulness group made greater improvements in sexual mindfulness awareness. Implications about how sexual mindfulness may benefit relationship education programs and therapists' practice are discussed. This intervention two-treatment design compared the use of mindfulness only and sexual mindfulness. Both treatments showed positive results. The sexual mindfulness treatment showed higher sexual awareness than mindfulness alone. Participants reported that the classes were fun, interesting, and taught several skills that were valuable and improved their relationships. [ABSTRACT FROM AUTHOR]

Inspired by posthuman, feminist materialist theory-doings in educational research, this paper maps moments in a post-qualitative research project that set out to explore what else relationships and sexuality education might become with ‘art-as-way’ (Manning 2020) in a shaky yet conducive policy context where ‘what matters’ must not be assumed in advance but co-constructed with children and young people. Progressively supported by an artist-in-residence teacher assistant, composer and filmmaker, we open up what unfolds when a diverse group of 11 young people (age 13–14) creatively unbox and make ‘what matters’ to them in an art classroom. We conceptualize what came to matter as ‘dartaphacts’ (arts-activist objects) and follow these other-worldly posthuman pARTicipants as they connect, grow, and become ‘more-than’. We speculate, that in conducive, con-sense-ual environments, the affective power of dartaphacts can unbox a living curriculum for a Relationships and Sexuality Education (RSE) to come, in all its Majestic Insecurity, Untitled, Freedoms, Feathers, Bruised Hearts, Consent-quakes, eQuality Vibrations and Wiggly Woos. [ABSTRACT FROM AUTHOR]

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). [ABSTRACT FROM AUTHOR]

Dating relationships during adolescence is a complex interaction that involves multiple systems however, the systemic factors promoting the development of healthy dating relationships in adolescence are not well understood. The current study aims to address this gap by reviewing studies that assessed factors contributing to healthy adolescent dating relationship skills, competencies, and capacities. Through a social ecological perspective, healthy dating relationship factors were identified across five levels of adolescents' environments (e.g., individual, peer, family, school, and online) to inform intervention strategies for the promotion of healthy dating relationships. After an iterative screening process, 51 peer-reviewed empirical articles were identified across a search strategy from 2008 to 2018. Amongst the 51 articles, 76 key healthy dating relationship factors were identified across the five social ecological levels: individual (n = 34), family (n = 16), peer (n = 13), school (n = 9), and online (n = 4). While several healthy dating relationship factors identified in school-based relationship education interventions (school level) overlapped with individual and peer level factors (e.g., communication, listening), the review highlighted two social ecological levels of family and online that can further benefit the efficacy and comprehensiveness of school-based relationship education interventions. [ABSTRACT FROM AUTHOR]

The quality of sex education varies. In England from 2020, the government attempted to improve provision by making lessons a statutory requirement. We assessed implementation in 25 secondary schools in 2022–23, framed by May’s general theory of implementation. This identifies processes of sense-making, cognitive participation, collective action and reflexive monitoring, influenced by an intervention’s capability, stakeholder potential (individual and collective commitment), and institutional capacity (norms, and material and cognitive resources). Interview data from staff leading relationships and sex education (RSE) were coded thematically informed by May’s concepts. Those leading implementation ‘made sense’ of statutory guidance, finding it relevant and clear. ‘Cognitive participation’ among participants was strong, promoted by individual support for RSE but undermined by social norms prioritising academic attainment, limited skills among non-specialist teachers, and lack of ‘collective commitment’ among some staff and students. ‘Collective action’ varied across schools, influenced by availability of material resources and specialist staff. Schools undertook internal the ‘reflexive monitoring’ of provision, supported by school leaders’ awareness work would be assessed by government inspectors. On its own, statutory status is likely insufficient to achieve a step-change in RSE implementation. Other forms of support may be needed including training and offering support to more specialist teachers. [ABSTRACT FROM AUTHOR]

Sexual intimacy, characterized as the experience between individuals of sharing general affection and sexual activity with one another within the Personal Assessment of Intimacy in Relationships inventory, is positively related to relationship satisfaction and stability. However, many studies of couple therapy have shown that it only results in small-sized (and often non-significant) improvements in sexual intimacy. Furthermore, there are numerous financial, logistical, and psychological barriers to couple therapy. Thus, the current study sought to examine whether two brief online relationship education programs (OurRelationship and ePREP) could overcome these barriers and yield similar-sized effects to more intensive couple therapy. In two independently collected samples of low-income couples (NSample 1 = 742 Couples; M AgeSample 1 = 33.19; NSample 2 = 671 Couples; M AgeSample 2 = 33.48), the current study found that: OurRelationship (d = 0.24–0.28) and ePREP (d = 0.26–0.34) produced small-sized changes in sexual intimacy relative to a waitlist control condition in both samples, the magnitude of the effect size replicated in a second sample and, with rare exception, these changes were generally not moderated by key variables of interest. Given that web-based relationship education is significantly shorter, less expensive, and more accessible than in-person couple interventions, web-based relationship education could be considered a viable candidate for couples experiencing concerns with sexual intimacy. [ABSTRACT FROM AUTHOR]

Objective: The current exploratory study examined dyadic changes in family adjustment (i.e., parental stress, positive coping, family-based support, social support) reported by parents of a child with a disability after 12-hours of relationship education (RE). Background: Parents of a child with a disability encounter social barriers that contribute to parental stress and inhibit family well-being. RE reduced psychological and relationship distress in community samples—yet, ability status and the influence on a family's presenting needs/resources are overlooked in previous research. Methods: We extracted a subset of data to examine pre- and post-reports of family adjustment among couples parenting a child with a disability who completed the PREP curriculum. We used structural equation modeling to examine an actor–partner interdependence model for the dyadic association of mean-centered baseline subscale measures of family adjustment and residual change scores for men and women in a relationship post-RE intervention. Results: Actor effects were significant and predicted the amount of residual change for men and women. Significant partner effects existed for male social support and male and female family-based support. Conclusion: Results expand our understanding of RE effectiveness with an understudied subset of parents, those raising a child with a disability. Parents reported improvements in family adjustment and partners influenced one another in terms of family adjustment changes. Implications: Supportive parent programming, such as RE, may be an important consideration for families that include a child with a disability to address the social barriers that tax existing parent and family resources. [ABSTRACT FROM AUTHOR]

Introduction: Homophobia is well-documented as key to social regulation of masculine behavior and practices in Western settings. Yet, empirical data from a number of Western settings has shown a decline in overt homophobic attitudes in the past decade, leading some to suggest that the nature of masculinities is also changing. However, theorizing on the changing nature of masculinities among adolescents has received limited quantitative attention. Research is needed to better understand shifts in adolescent masculinities in contemporary Western settings. Methods: In this paper, we investigate the application of one newer approach to explore masculinities in context – hybrid masculinities – in a sample of cisgender, heterosexual, mid-adolescent boys in one province in Western Canada (N  = 873, mean age (SD)  =  14.39 (0.37)). Data were collected from nine cohorts of grade 9 youth over a 10-year period (2013–2022) as part of the baseline survey of an ongoing evaluation of a gender-transformative healthy relationships program. Results and discussion: We hypothesized that if the ideas of hybrid masculinities held in our sample, we would find that overt homophobic attitudes and adherence to related patriarchal norms (e.g., avoidance of femininity) would decline over this period, but that the use of homophobic name-calling would remain differentiated in terms of to whom it was directed (e.g., a friend, someone they thought was gay). We did find a significant decline in homophobic attitudes and norms related to emotional restriction and avoidance of femininity over the 10-year period, but also found that homophobic name-calling remained differentiated, with significantly higher name-calling toward a friend than toward someone the youth thought was gay. Thus, our hypotheses were supported. We discuss the implications of our findings for future theory and research on understanding adolescent masculinities in context. [ABSTRACT FROM AUTHOR]

Objective: This study examined variability in response to a couple and relationship education program for Black coparenting couples using group-based trajectory modeling. We identified groups of couples with different relationship satisfaction trajectories across a 2-year period following preintervention assessment. Method: Black couples with a preadolescent child were randomized to the Protecting Strong African American Families intervention (N = 170) or a control condition (N = 174) and reported on their relationship satisfaction preintervention and approximately 9, 17, and 25 months later. Results: Results indicated two trajectory groups among men and women receiving the intervention, comprising a large group consistently high in relationship satisfaction over time and a smaller group with moderate, stable satisfaction over time. In the control condition, there was also a large group of men and women who remained consistently high in satisfaction, but the smaller group with initially moderate satisfaction experienced decreased satisfaction over time. Trajectories among men and women in the moderate groups differed by treatment condition, reflecting nonsignificant change (i.e., stable satisfaction) for those receiving intervention and significant decline for controls. Trajectories among women in the high group also differed by treatment condition, reflecting better functioning among women receiving intervention. Conclusions: Results indicated many benefits of intervention, most notably the stabilization of satisfaction among couples beginning with moderate satisfaction (who experienced declining satisfaction in the control condition). Similar examination of within-sample variability in response to other couple and relationship education programs may enhance understanding of specific treatment effects and guide identification of those most likely to benefit from relationship intervention. What is the public health significance of this article?: This study demonstrates that the ProSAAF intervention (a couple and relationship education [CRE] program tailored for Black coparenting couples) may offer particular benefits for the subgroup of partners who start the intervention with moderate relationship satisfaction who are otherwise at risk for declining satisfaction over time. Women with initially high levels of satisfaction who received the intervention also experienced some benefits relative to controls. These findings speak to the value of culturally tailored family-based prevention programs for Black couples facing contextual stressors and the importance of identifying within-sample variability in relationship functioning over time following CRE. [ABSTRACT FROM AUTHOR]

Same-gender couples face unique sexual minority stressors that significantly impact individual and relationship health. This impact may be even greater among same-gender couples living in regions where there are pervasive social and legal biases that affect the lesbian, gay, bisexual, transgender, queer and/or questioning, intersex, asexual, two-spirit (LGBTQIA2S+) community (e.g., south central Appalachia). Brief relationship interventions, like the relationship checkup, are effective at improving relationship health and can be widely disseminated due to the brief and flexible nature of the program. Yet, this program was developed for different-gender couples and, as a result, may lack specific intervention for the unique stressors of same-gender couples. While many skills delivered in relationship interventions, including the relationship checkup, are applicable to all couples, untailored interventions for same-gender couples may result in less impactful outcomes. The present study examined whether the relationship checkup, in its original, unadapted format, is as effective for same-gender couples as it is for different-gender couples. Using a subsample from the larger relationship checkup study (N = 656 couples), the present sample included 64 committed couples (same-gender = 32; different-gender = 32). We used propensity score matching to match different-gender participants to the same-gender participants based on racial minority status, poverty status, marital status, and parenting status. Results revealed that same-gender couples presented similarly to different-gender couples on baseline relationship functioning and changed similarly on all relationship functioning outcomes through 1-month postintervention. Same-gender couples also reported similar degrees of satisfaction with and perceived helpfulness of the relationship checkup. The relationship checkup appears to be equally effective and acceptable for same-gender and different-gender couples. [ABSTRACT FROM AUTHOR]

Relationship satisfaction has consistently been associated with numerous important intrapersonal, interpersonal, and familial outcomes. In accordance with affection exchange theory, positive interaction between romantic partners should contribute to greater relationship satisfaction. However, what is less understood is the specific theoretical mechanism through which this process might occur. This study's findings reveal that affectionate communication (given and received) positively predicted relationship satisfaction indirectly via the serial mediation of partner commitment and couple quality. This model was tested using a sample of participants of the ELEVATE relationship education program (N = 2235). Theoretical and practical implications are discussed, including a call for further exploration of other theoretical pathways that may impact relationship education program evaluation. [ABSTRACT FROM AUTHOR]

This article explores the importance of culturally sensitive schooling for Pakistani Muslim parents in England, specifically regarding religious education (RE) and relationships and sex education (RSE) curricula. The study, conducted in Blackburn, Northern England, reveals that the cultural sensitivity of a school's RE and RSE curriculum influences the choice of secondary school for Pakistani Muslim parents. Concerns were raised by Muslim parents regarding the lack of representation of Islam in the RE curriculum and the teaching of RSE in state schools. The article offers recommendations for school leaders and policymakers to enhance cultural sensitivity in the delivery of RE and RSE curricula. The Office for National Statistics (ONS) has released a report on the changes in Blackburn with Darwen based on the 2021 census, providing visualizations of these changes on their website. The School Standards and Framework Act of 1998 is mentioned as relevant legislation, and a research study on developing a research-based teacher-delivered sex education program is referenced. [Extracted from the article]

Legal definitions of sexual consent emphasise 'freedom' as central to valid consent; however, power inequalities may complicate freedom. This paper discusses findings from a two-stage focus group study with young people (aged 13–23) in England exploring the implications of power inequalities for sexual consent. In Stage 1, 77 participants explored and ranked the types of power inequalities they felt were common within young people's sexual relationships, with age, gender and popularity being identified as the most common power inequalities. In Stage 2, 43 participants discussed power inequalities using scenarios based on the Stage 1 findings and considered their implications for sexual consent. Thematic analysis of the data produced two themes: powerless and powerful roles in consent communication and power inequalities implicitly constrain freedom to consent. Consent communication was constructed as a unidirectional process whereby those with more power initiate, and those with less, gatekeep. Such roles require deconstruction to position consent as mutual and actively negotiated by partners. Further, since power inequalities were seen to place implicit constraints on freedom to consent, we advocate for an explicit exploration of power and privilege within Relationships and Sex Education to equip young people to recognise, challenge and negotiate these constraints. [ABSTRACT FROM AUTHOR]

Objective: The purpose of this study was to examine the impact of a relationship enhancement program on 4 outcome measures: (1) communication skills; (2) conflict resolution/conflict management, and problem-solving skills; (3) healthy relationship and marriage skills; and (4) progress towards greater economic stability. Methods. Refugee and immigrant youth (N = 341) were randomly assigned to either an intervention group or a comparison group. Intervention participants received a 16-hour relationship enhancement (RE) program developed for refugee populations. In addition to the RE program, intervention participants also received case management. Participants in the comparison group only received case management. All participants, intervention and control, completed self-report questionnaires prior to the beginning of the program. Intervention youth participated in the RE program. All participants completed a posttest questionnaire at the end of the program, and again 6 months after the end of the program. Results. Intervention participants made statistically significant improvements from pretest to 6-month follow-up (p < .05) compared to control participants for 3 of the 4 outcome variables. Conclusion. These results indicate the positive impact of an RE program on refugee and immigrant youth. Future researchers should consider including specific health programming as part of the intervention and also examine health behavior and other direct health outcomes. [ABSTRACT FROM AUTHOR]

The expectations placed on teachers and teacher educators have increased particularly in relation to education topics such as relationships and sex education. One group of four pre-service teachers and a teacher educator based in an Australian university studying a Bachelor of Education (primary) share their experiences of teaching and learning in a fourth-year core curriculum unit of study in health. The aim of this paper is to explore narrative accounts using Archer's approaches to reflection (Archer, 2007) of our teaching and learning experiences. The reflections are shared within the context of making decisions about learning effective practices for relationships and sex education for and about sex, gender and sexual diversity as part of the curriculum, policy and pedagogical imperative in Australia. We found that queering pre-service primary school teacher practices for RSE is possible through deep reflection as part of teaching and learning in an initial teacher education course work core unit of study. Making this practice visible has implications for initial teacher educators in university contexts globally. [ABSTRACT FROM AUTHOR]

This mixed-methods study examined how WiseGuyz, a gender-transformative healthy relationships program, can support positive sexual health self-efficacy (SHSE) among adolescents. 570 adolescent boys provided data on SHSE from before to after the program, and 20 adolescent boys participated in interviews and focus groups to discuss their sexual health education needs. Results showed that boys who participated in WiseGuyz reported a significant increase in SHSE from pretest to post-test and that WiseGuyz was different from typical school-based sexual health education in terms of content and facilitation and increasing program engagement. These findings indicate the potential for gender-transformative interventions in supporting positive SHSE. [ABSTRACT FROM AUTHOR]

Robust and healthy relationships are pivotal for overall well‐being and wellness. Social support, the reduction of stigma, and the cultivation of quality time are critical elements in establishing and nurturing a healthy relationship as they bolster emotional well‐being, enhance communication, and alleviate stress. The aim of this research study was to investigate the associations between quality time, social support, and self‐stigma among couples (N = 518 dyads) engaged in a randomized controlled relationship education intervention, whether online or face to face. Longitudinal Actor–Partner Interdependence Models (L‐APIM) were employed to investigate the dyadic correlations and the influence of the intervention's modality on the three outcomes observed at the 1‐month postintervention follow‐up. Results indicated that individuals tend to exhibit consistent perceptions of quality time, social support, self‐stigma related to help‐seeking, and threats to self‐confidence regarding help‐seeking, both at baseline and the subsequent 1‐month follow‐up. Results and implications are discussed. [ABSTRACT FROM AUTHOR]

The literature on marriage supports teaching essential skills to enhance relationship quality and prevent divorce. However, limited marriage and relationship curricula tailored for African cultures, especially within the South African context, are currently available. This study aimed to redress gaps in literature and practice, outlining elements for inclusion into a marriage enrichment program (MEP) grounded on PREP 8.0 (Prevention and Relationship Education Program) and current baseline research conducted in South Africa. A qualitative descriptive phenomenological design was utilized, using face‐to‐face interviews with leaders and social services practitioners (SSPs) and a pilot study with couples, all sampled purposively. Findings show that (1) Black Africans are in high need of MEPs, revealed through intense gratitude and (2) a prerequisite for positive outcomes is the integration of equally necessary traditional contextual components with modern practices, elucidated by practical recommendations. A contextual and culturally relevant MEP is a systematic attempt to improve the functioning of marriage through education, effectively supporting Black Africans to cultivate healthy, stable family relationships. [ABSTRACT FROM AUTHOR]

Ample research attests to the effectiveness of in-person relationship education, including education delivered to women who are pregnant or have just had a child. Relationship education delivered virtually may also be effective and hold advantages of accessibility and affordability. Few studies have compared outcomes for the same program delivered virtually and in-person, or prior to versus during the COVID-19 pandemic. The present study analyzed enrollment characteristics, satisfaction with the program, and pre-post changes in communication behaviors, relationship satisfaction, and psychological distress for women who participated in the evidence-based MotherWise program in-person and prior to the COVID-19 pandemic versus those who participated virtually after the pandemic began. The virtual and in-person programs enrolled demographically similar participants who received roughly the same amount of content. Perceptions of the program were positive across modalities and participants in both modalities demonstrated significantly reduced psychological distress from before to after the program. In-person participants reported finding the program more helpful than virtual participants on only one indicator, their ability to handle relationship conflict. Thus, while the current study does not establish equivalency across treatment modalities in efficacy, it does demonstrate the feasibility of transitioning relationship education for individuals from an in-person to a virtual setting. [ABSTRACT FROM AUTHOR]

Objective: The goal was to determine if time spent in specific Healthy Marriage Initiative program components (relationship education courses, supplemental activities, and family support services) was associated with future relationship satisfaction and to examine if effects differed depending on the degree of economic disadvantage. Background: Healthy Marriage Initiatives (HMI) generally have small, short‐term positive effects on relationship outcomes. It remains unclear, however, which programming components are responsible for those effects and for whom programming is most effective. Method: Using two waves of data from over 2,000 lower‐income couples in the Supporting Healthy Marriages study, we conducted path models and a multigroup model to address our research aims. Results: Time spent in family support services was the only component positively associated with future satisfaction, controlling for the influence of other program components, initial relationship satisfaction, and expectations of the program's effectiveness. Economic disadvantage did not moderate any of these associations. Conclusion: Results suggest that many HMI programs may potentially be beneficial to relationship functioning because of the provision of supplementary support services that partially aim to alleviate external stressors and provide personalized assistance to families. Implication s : Practitioners should not only consider how relationship education programming may influence intimate bonds, but also how complementary programs may also factor into program efficacy. [ABSTRACT FROM AUTHOR]

• Perceived partner gratitude is a construct of growing interest in research. • Results from a three-arm randomized controlled trial are presented. • Perceived gratitude demonstrated no change over time among wait-list couples. • Participating in OurRelationship or ePREP programs improved perceived gratitude. The current study was designed to advance basic and applied research on perceived gratitude from one's partner in established couple relationships. From a three-arm randomized controlled trial involving 615 lower-income, help-seeking couples (N = 1,224 individuals), study analyses examined (a) the trajectory of perceived gratitude from one's partner among couples assigned to the wait-list condition (i.e., absent of any intervention), and (b) changes in perceived gratitude for individuals assigned to either the OurRelationship (OR) or ePREP relationship intervention condition. With respect to the first aim, levels of perceived gratitude among wait-listed couples demonstrated no significant mean increase over the 6-month period; this rate of change was significantly different from rates of change observed in other relationship constructs (e.g., satisfaction, communication, support) during the wait-list period. Being married, female, and having more children were all associated with lower initial levels of perceived gratitude. For the second aim, individuals assigned to either the OR or ePREP treatment condition demonstrated significant improvements in levels of perceived partner gratitude compared to wait-listed couples. The magnitude of program effect sizes for gratitude (d = 0.33), however, was 3%–48% smaller compared to the magnitude of program effects of other relationship constructs (0.34 < d < 0.64). Results indicated that perceived gratitude is a distinct component of couple relationships, generally lower in more established relationships, and can be improved by participating in OR or ePREP relationship interventions. Implications for research and practice related to gratitude in couple relationships are discussed. [ABSTRACT FROM AUTHOR]

This paper explores 'near‐peer' gender and sexuality workshops taking place in UK secondary schools in support of the nationally required relationships and sex education curriculum. In line with UK law, these workshops promote respect, kindness and communication in a framework that explicitly validates LGBTQI+ identities, relationships and family structures. Based on interviews with 24 gender workshop facilitators, we explore the kind of practices that are needed to create spaces in which young people can openly reflect on their views about gender and sexuality, and advance the above‐noted goals of promoting respect, kindness and empathy for people of all genders and sexualities. We argue that gender workshops constitute an important and under‐explored space of 'everyday' activism. We further argue that through practices of atmosphere curation and the near‐peer relational dynamic between facilitators and participants, these workshops create valuable spaces for young people to critically reflect on their views and attitudes about gender and sexuality in a way that does not exist elsewhere. This work extends understanding about the kinds of spatial practices that might be needed to bring forth more positive gender cultures, and deepens our understanding about the experiences and functioning of 'everyday' work for social change that takes place outside of 'high profile' activist sites such as marches, demonstrations and protests. This paper explores gender and sexuality workshops given in secondary schools in the UK as spaces of everyday gender activism. We argue that through atmosphere curation and the near‐peer relation these workshops create space for young people to explore and examine their views on sex and gender that do not exist elsewhere. [ABSTRACT FROM AUTHOR]

Objective Background Method Results Conclusion Implications The objective of this research was to characterize pretreatment relationship functioning among low‐income couples seeking community‐based relationship education (RE) and determine whether treatment outcomes differ based on this dimension.RE programs were developed with the goal of preventing future deterioration among currently satisfied couples, but there is evidence to suggest that distressed couples are seeking community‐based RE to improve their relationship.Data were drawn from the Parents and Children Together study, a randomized controlled trial of RE with a sample of 1,595 low‐income couples. Relationship functioning was assessed pre‐randomization and at 12‐months post‐randomization. Latent class analysis was used to identify groups of couples with similar pretreatment functioning, and treatment effects were assessed within each group.Four classes of pretreatment relationship functioning emerged: Happy, Stable (44%), Moderately Distressed (39%), Highly Distressed Women (10%), and Highly Distressed Men (7%). Significant 12‐month treatment effects were found only for women in the Happy, Stable group.A large number of distressed couples enroll in RE programs but do not benefit from the intervention.To ensure that all couples receive an intervention that is effective for them, changes to the current delivery of community‐based RE programs is needed. Couples should be screened for their level of relationship functioning and assigned to an intervention that is appropriate for their needs. To accomplish this, RE curricula may need to be adapted to address the needs of distressed couples, or RE providers may need to partner with agencies delivering more intensive treatment (such as couple therapy). [ABSTRACT FROM AUTHOR]

Objective: Guided by social exchange theory, we used mixed methods to examine youth romantic relationship concerns, perceived gains from a relationship education curriculum, and the extent to which the curriculum addressed adolescents' concerns. Background: Adolescents' relationships influence the health of their future romantic relationships. Relationship education is increasingly offered to youth in the United States, but few studies examine how well these programs address youth concerns. Methods: Phenomenological content analysis was used to analyze short‐response qualitative data (n = 267) about romantic relationship concerns (pretest) and programmatic gains (posttest). Themes were then compared to examine how well the curriculum addressed youth concerns. Quantitative pretest–posttest outcomes were also examined among a larger sample (n = 9,130). Complementarity was used to consider qualitative and quantitative findings together. Results: Participants' pretest concerns included relationship knowledge (i.e., how, with whom, and when to have a relationship), and relationship risks (e.g., cheating, coercion). Posttest themes suggested that program content largely addressed participants' concerns (i.e., increased knowledge, ability to discern healthy and unhealthy relationships). Quantitative analyses yielded significant changes in four measures of participant attitudes pretest to posttest, with increased relationship knowledge and healthier attitudes. Conclusions: Youth perceived that relationship education gave them tools that addressed their stated concerns; quantitative data suggest the program had its intended effect. Implications: Youth relationship education is a positive preventative intervention. [ABSTRACT FROM AUTHOR]

The phenomenon of sexual abuse by Catholic leaders has led to many responses by clergy, dioceses, and the global Catholic Church. One underexplored aspect of preventing sexual abuse by Catholic leaders is the educational practice of abuse prevention and the moral implications therein. Here we examine best practices for abuse prevention by turning to the interdisciplinary study of intimate partner violence and prevention education as tools for deeper theological exploration of safeguarding initiatives. Using these interdisciplinary insights, we offer theological grounding for power and relationship education in abuse prevention, identifying children's moral agency, right relationship, a theology of power literacy, and structures of vice as key components in the phenomenon of pervasive abuse. We explain the analysis of safeguarding materials conducted as part of Fordham University's Taking Responsibility grant initiative, and our concerns regarding the lack of best practices and theological gaps noted in our review--gaps related to social ethics, power, and the structural or communal effects of abuse. We conclude with recommendations for developing future safeguarding training, rooted in a relationship-based, systemic understanding of abuse, used to create our own safeguarding workshop for adolescents. [ABSTRACT FROM AUTHOR]

Youth in foster care experience disproportionate rates of abusive relationships, teen pregnancy, and sexually transmitted infections (STIs). Extant research points to the need for interventions at multiple levels of the social ecology, however, there is a lack of evidence to guide the development of coordinated interventions for youth, foster parents, and child welfare professionals. The Texas Foster Youth Health Initiative (TFYHI) convened a multidisciplinary learning community to build a foundation for intervention development. The intentional learning and innovation process engaged several groups of stakeholders: young adults with lived experience (n = 41), foster parents (n = 14), and child welfare professionals (n = 52). Interviews, community listening sessions, and reflection exercises were designed to capture tacit and experiential knowledge and explore challenges and desired outcomes from different perspectives. Based on a thematic analysis of stakeholder perspectives, we identified overarching needs to normalize conversations about sexuality and relationships and shift away from risk-based and stigmatizing approaches. We also identified key strategies for designing coordinated interventions targeting youth, foster parents, and child welfare professionals: (1) Reflect on values about sexuality and relationships. (2) Validate youths' need for connection. (3) Focus on strengthening youth-adult relationships and ongoing conversations. (4) Build healthy relationship skills including communication about consent, condom use, and contraception. (5) Identify teachable moments and model problem solving. (6) Use interactive approaches for sharing health information and empower youth to choose methods that fit their needs. [ABSTRACT FROM AUTHOR]

Background: People with elevated vulnerable narcissism (VN) or grandiose narcissism (GN) trait levels tend to experience greater difficulties in their romantic relationships than their counterparts with lower levels of VN or GN. Although there are no evidence-based approaches to alter the interpersonal behavior of persons with VN or GN traits, experimental research shows that it is possible to produce relationship-enhancing attitudes in people with GN traits through communal activation (CA). Objective: We examined whether a CA manipulation in the context of relationship education improves attitudes that promote romantic relationship health, and whether VN and GN would moderate these associations. Method: Participants (Nwomen =148, Nmen = 71) watched psychoeducational videos on relationships and were randomly assigned to either answer questions about the videos' content (control group) or to complete CA exercises (experimental group) in addition to questionnaires to measure empathy, criticism, commitment, desire for closeness, and communication (positive interaction, demand/withdraw communication, criticize/defend communication) before and after the experimental manipulation. Results: There was a main effect of condition, such that, relative to the control group, fewer improvements in perceived demand/withdraw communication were observed in the experimental condition. VN, but not GN, moderated the link between condition and commitment, demand/withdraw and criticize/defend communication, such that elevated VN levels predicted the most improvement in commitment, demand/withdraw and criticize/defend communication in the experimental condition. Discussion: We conclude with recommendations to adopt ego-enhancing reinforcement for communal behaviors with clients who endorse GN traits and considering less personally relevant CA exercises with clients who endorse VN traits. [ABSTRACT FROM AUTHOR]

Objective: In this research, a randomized controlled trial (RCT) tested the efficacy of two teen pregnancy prevention (TPP) curricula, Reducing the Risk and Love Notes, compared with a group of adolescents in a control condition, on primary pregnancy prevention among youth at high‐risk for teen pregnancy. A secondary purpose was to examine two potential mediators, negative beliefs about teen pregnancy and intentions to follow the sequence of completing education, marrying or establishing a committed relationship, and then having children. Background: Teen pregnancy rates for racial/ethnic minority youth in the United States are disproportionately high compared with White youth. Given the positive view of children in these populations and the drive for youth to form peer relationships and explore their sexuality, meeting these cultural and developmental needs within TPP may be critical. Methods: The study examined the number of reported pregnancies across the first year after the interventions from a three‐arm, cluster RCT engaging 1,448 youth living in poverty between the ages of 14 and 19 years in 23 community‐based organizations in a southeastern U.S. city. Results: At the 1‐year follow‐up, youth in Love Notes report significantly fewer pregnancies compared with the control condition (18 pregnancies, 3.51%), F(2, 1,309) = 4.17, p =.02, d = 0.11. There was no significant difference between Reducing the Risk (31 pregnancies, 6.14%) and the control condition (27 pregnancies, 6.49%) in number of pregnancies. Less favorable attitudes about having a child as a teenager and other attitudes were associated with predicted outcomes. Conclusions: This study provides additional evidence for the efficacy of Love Notes, which embeds sex education into a larger curriculum on life planning and healthy relationship formation and maintenance. Implications. TPP approaches need to add content on planning and relationships to comprehensive sexual education. [ABSTRACT FROM AUTHOR]

Objective: We posit that evaluators of relationship education interventions can explore a policy relevant outcome by assessing relationship stability and conflict in a single index that is based on the literature on the effects of divorce and marital distress on children. We provide an empirical example from a randomized trial. Background: The U.S. Administration for Children and Families funds community‐based projects using relationship education with a foundational goal of fostering stable and healthy relationships. Assessing this outcome requires an approach different from separately analyzing stability and relationship quality. Method: We used data (N = 1,156 couples) from a randomized trial of Family Expectations to test the Stable Low‐Conflict Index, comparing couples assigned to the intervention to couples assigned to an untreated control group at a follow‐up 8 to 9 months postintervention. Results: Intervention couples were more likely to be in a stable, low‐conflict relationship at the follow up than control couples (b =.36, SE =.15, odds ratio = 1.44, p =.014). Conclusion: An index based on empirical precedence showed evidence of an intervention impact in a community‐based program. Implications: Evaluators of family policy linked interventions may advance the field by exploring outcomes that encapsulate aspects of both relationship stability and quality. [ABSTRACT FROM AUTHOR]

Objective: We 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. Background: Continuous 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. Method: We 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. Results: A 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 Implications: Our 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. [ABSTRACT FROM AUTHOR]

Objective: This 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. Background: For 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. Method: Participants (584 men; Mage = 38.9 years and 627 women; Mage = 36.4 years) completed online surveys assessing study variables pre‐ and post‐CRE programming. Results: Perceived 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. Conclusion: This study primarily demonstrates the importance of the perception of one's intimate partner's involvement in predicting individual involvement in CRE programs. Implications: Determining predictors of program involvement assists with understanding the context of CRE effectiveness and skill acquisition for those intended to benefit. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to understand the experiences of peer educators who taught healthy marriage and relationship education (HMRE) to their peers. Background: Peer‐led health‐promoting programs can benefit program recipients, yet less is known about the experiences of peer educators themselves. Literature indicates peer educators of HMRE may experience several practical, personal, and interpersonal impacts. Method: This qualitative study used purposeful sampling to analyze reflection papers from 15 peer educators enrolled in a service‐learning course at a public university. The researchers implemented an interpretive phenomenological approach to understand what peer educators experienced as active participants implementing HMRE programming. Results: Themes emerged about personal impacts such as the application of HMRE content to their own relationships. Peer educators developed an understanding of HMRE program implementation, explored family life education as a potential career, and developed key professional skills. Peer educators reflected on the reciprocal interactions with audience members and challenges and benefits of collaborating to implement an HMRE program. Conclusion: A peer educator approach to delivering HMRE programming provides a unique, challenging, and beneficial opportunity for emerging family science professionals. Implications: A peer educator approach to delivering HMRE programming is an impactful method for training future family science professionals. [ABSTRACT FROM AUTHOR]

Singular risk factors elicit negative relational outcomes for couples, yet the accumulation of risk factors can be especially detrimental to relationship functioning. Few studies, however, have explored the long-term effects of cumulative risk exposure on intimate relationships as well as examined whether relationship education (RE) protects couples from adverse effects of cumulative risk exposure. Accordingly, the present study examined the long-term association between cumulative risk and relationship satisfaction, potential interaction effects between cumulative risk and exposure to singular risks, and if RE protected couples from the effects of cumulative risk exposure. Participants included 6298 couples in the Supporting Healthy Marriages Project. Lagged regression analyses of the participants in the control condition who did not receive relationship education (n = 3160) indicated that men and women under greater cumulative risk exposure experienced greater decreases in relationship satisfaction 2.5 years later. The impact of singular risk factors on relationship satisfaction did not consistently differ as a function of cumulative risk exposure. A multi-group analysis indicated that RE did not protect against the adverse effect of cumulative risk on later relationship satisfaction. Results highlight the long-term detrimental consequences of cumulative risk exposure for relationship satisfaction. Future efforts to enhance relationship functioning may benefit from addressing the accumulation of factors that erode relationship functioning. [ABSTRACT FROM AUTHOR]

In response to the need for further research on factors influencing university students' well-being during challenging circumstances, this study tests a potential mechanism to unravel the complex relationships between perceived impacts of COVID-19 on psychological health, academic performance, and financial status, subjective well-being, and physical activity. The main objective was to investigate these intricate associations among university students. A nationwide online survey involving 848 Greek-speaking university students (70.8% females, average age = 27.65) was conducted. The results revealed both direct effects of subjective well-being on participants' perceptions of COVID-19 impact on their financial status and psychological health, as well as indirect effects mediated by physical activity. The study also examined gender and age effects. These findings emphasize the importance of empirically examining the outcomes linked to subjective well-being and provide supporting evidence that higher levels of subjective well-being can lead to positive consequences. By shedding light on the interplay between subjective well-being, perceived pandemic impact, and physical activity, this study enriches our understanding of how university students cope with adverse circumstances like the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Relationship education (RE) efforts have been shown to help couples and individuals with a variety of family relationships. However, much still needs to be identified in terms of what factors are salient to outcomes. Drawing on therapeutic models of change, we have identified perceived need for change as one such potential factor. Using data from a couple RE course (n = 447 couples), we assessed how dyadic congruence and average ratings of each partner's need for change were associated with change in three RE outcomes: knowledge, communication, and commitment. In general, the more partners perceived that their partner needed to change, above and beyond what their partner thought, the less change occurred. Implications for RE programming and implementation are discussed, as well as the potential role of therapeutic models and techniques in RE. [ABSTRACT FROM AUTHOR]

Objective: This study evaluated the effectiveness of Empowering Families, a healthy marriage and relationship education (HMRE) program for low‐income couples with children supplemented with intensive employment and financial education services. Background: Previous research found that programs offering both HMRE and economic stability services improved couples' relationship quality but not their economic outcomes. Those programs did not fully integrate economic stability and relationship education content, and take‐up rates for employment services were low. Method: Eight hundred seventy‐nine eligible couples were randomly assigned to either (a) a program group that was offered Empowering Families or (b) a control group that was not offering this program. Key outcomes were measured 1 year after study enrollment through surveys of both members of the couple. Results: Empowering Families improved all examined aspects of couples' relationship quality (the effect size of impacts ranges from 0.20 to 0.30); it did not affect relationship status. Empowering Families did not improve employment outcomes, but it did reduce economic hardship (the effect size of the impact is −0.13). Conclusion: Empowering Families achieved its central goal of strengthening couples' relationship quality. The fact that Empowering Families reduced economic hardship points to the potential value of offering financial literacy services in conjunction with relationship education. Implications: HMRE programs that offer intensive and integrated economic stability content can improve the outcomes of low‐income couples with children. [ABSTRACT FROM AUTHOR]