Many scholars have defined family life education (FLE), and some have differentiated it from other family-related fields. For example, Doherty (1995) provided a definition of the boundaries between FLE and family therapy; however, we believe those criteria can be improved. We explore the professions of family life education, family therapy, and family case management using the questions why, what, when, for whom, and how? After examining these questions for each role, we introduce the domains of family practice to differentiate among them. The approach defines FLE and encourages appropriate collaboration among the fields. Suggestions are made for using this model for Key Words: domains of family practice, family case management, family life education, family therapy, professional development.career exploration, reviewing job requirements to assess role consistency and clarity, and for determining the need for and appropriateness of referral and collaboration.

This qualitative study examined the experiences of Asian international graduate students and spouses with children at a university in the U.S. Participants (n=31) from China, Korea, the Philippines, and Taiwan were interviewed regarding their stressors. Some stressors were identified in the answers of the group as a whole: (a) adjustment to a new culture; (b) feeling overwhelmed; (c) language difficulty; (d) feelings of isolation; (e) financial stress; and (f) marital stress. Stressors found only in the answers of the students were: (a) balancing multiple roles; (b) adjusting to the academic culture; (c) finding child care; and, among male students, d) worrying about the non-student spouse. Stressors unique to nonstudent spouses included: (a) loss of roles and status; (b) power imbalance in the couple relationships; and (c) feeling inadequate. Implications for research and practice with international graduate student parents/spouses are provided.

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This article presents children's descriptions of peace and war from two very different sociocultural environments: Belgrade, Yugoslavia, and the midwestern United States. Interviews were conducted shortly after the 1999-2000 NATO-Yugoslavian active conflict; therefore, one meaningful contrast between these two contexts is the exposure these children had to political violence. The children from Belgrade directly experienced the bombing of their city, whereas the U.S. children observed the political violence from a distance (if they knew of it at all). Children from both countries expressed overwhelmingly similar ideas of peace and war; however, there also were striking differences between their answers, some of which may be a result of their level of exposure to war. Implications for peace research and education are provided.At the time this article was written, war was occurring in many places around the world (e.g., Afghanistan, Iraq, and the Sudan). The effects of war on adults and community institutions have been well documented by researchers and widely covered by journalists. However, war also affects children, yet much less is known about the impact of war on children and especially about how they understand the

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