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 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

Globally more women have been diagnosed with HIV/AIDS and are more likely to be stigmatized than men, especially in male-dominant societies. Gender differences in the experience of HIV-related stigma, however, have not been extensively explored. Researchers investigate the gender differences in HIV/AIDS-related stigma experiences here. Interviews were conducted with eight HIV patients and their nine discordant family members in Ghana. Our findings include gender differences in disclosure and response to HIV/AIDS diagnosis. The negative impact of HIV-related stigma was found to be more extensive for women than for men. Our findings may be used to facilitate an awareness and understanding through which supportive interventions can be implemented.

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This study was designed to expand our understanding of the positive aspects of coping and resilience in female survivors of child sexual abuse. Research questions focused on women's lived experiences of being survivors of child sexual abuse and how they have experienced resilience, developed healthy intimate relationships, and viewed themselves as sexual beings. Using a qualitative research lens of phenomenology, we captured the essence of survivors' experiences of resilience. Although each woman's experience was unique, similar patterns of processes and outcomes emerged as meaningful in their development of resilient and healthy sexuality and relationship functioning. However, participants emphasized resilience as a process or journey-recovery from trauma, reconceptualization of self, and development of healthy sexuality included deliberate efforts occurring over time. Implications for future research and practice using a positive lens of resilience are provided.