Processes of Change in Relationship Education for Lower-Income African American Couples

Owen, Jesse; Chapman, L. Kevin; Quirk, Kelley; Inch, Leslie J.; Bergen, Carrie

doi:10.1080/15332691.2012.639704

Cited by 20 publications

(17 citation statements)

References 22 publications

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“…These items were rated on a seven‐point scale ranging from 1 ( Strongly Disagree ) to 7 ( Strongly Agree ), with higher scores indicating more positive and negative communications. Moreover, the reliability and validity of the CST (including this version of the CST) has been supported in prior studies (Einhorn et al., 2008; Owen, Champman, Quirk et al., 2012; Stanley et al., 2001, 2005). In the current study, the Cronbach’s alphas for positive and negative communication at pre‐assessment were .91 and .85 and at postassessment were .90 and .91, respectively.…”

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confidence: 62%

The Effectiveness of PREP with Lower‐Income Racial/Ethnic Minority Couples

Owen

Quirk

Bergen

et al. 2012

J Marital Family Therapy

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The current study examined the effectiveness of the Prevention and Relationship Enhancement Program (PREP) with lower-income and racial/ethnic minority (African American and Latino/a) couples. Additionally, we tested whether relationship outcomes varied based on the delivery format (i.e., group format vs. couple format). The sample included 321 unmarried couples expecting a child or who have a child 3 month old or younger. The couples participated in 16 hr of PREP via a group or a couple format over the course of 2-3 months. Couples relationship quality was assessed prior to and directly after the program. The results showed that men and women demonstrated significant gains in their communication skills, relationship functioning, friendship, dedication, and relationship confidence. Couples who participated in PREP via the couple format had better outcomes on three of the seven relational outcomes as compared to couples who participated in PREP via the group format.

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confidence: 62%

The Effectiveness of PREP with Lower‐Income Racial/Ethnic Minority Couples

Owen

Quirk

Bergen

et al. 2012

J Marital Family Therapy

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“…The items were rated on a 7-point scale ranging from 1 (Strongly Disagree) to 7 (Strongly Agree), with higher scores indicating more dedication. The reliability and validity of the dedication subscale has been shown in several studies (e.g., Cronbach alphas of .80 at preassessment and .91 at postassessment; Owen et al, 2012). In the current study, Cronbach alpha was .75 at pre-assessment and .78 at postassessment.…”

Section: Dedicationmentioning

confidence: 91%

“…Indeed, CRE programs generally focus on teaching communication and conflict management skills, while seeking to bolster positive connections (e.g., fun, friendship), clarify partner expectations, and enhance commitment for couples who report minimal to moderate levels of distress (Berger & Hannah, ; Carroll & Doherty, ; Fincham, Stanley, & Beach, ). Moreover, CRE leaders are trained (e.g., 3‐day certification) to deliver specific CRE program components, and many leaders are community members, with limited formal advanced clinical training (e.g., Markman & Halford, ; Ooms & Wilson, ; Owen et al., ; Stanley et al., ). Thus, by design, CRE programs were not intended to replace couple therapy; yet, there are conflicting studies highlighting whether CRE programs are beneficial for partners experiencing significant relationship distress (e.g., Blanchard et al., ; Bodenmann, Chavoz, Cina, & Widmer, ; Bodenmann & Shantinath, ; Bradford et al., ; Emmelkamp et al., ; Kaiser, Hahlweg, Fehm‐Wolfsdorf, & Groth, ; Schilling, Baucom, Burnett, Allen, & Ragland, ).…”

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confidence: 99%

Relationship Education in Community Settings: Effectiveness with Distressed and Non‐Distressed Low‐Income Racial Minority Couples

Quirk

Strokoff

Owen

et al. 2014

J Marital Family Therapy

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Couple relationship education (CRE) programs are intended to prevent negative couple outcomes, however, some evidence suggests couples in greater distress may still benefit. The current study examined pre- and postchanges in relationship functioning of 362 low-income African American and Hispanic couples. Outcomes (dedication and communication) were assessed by examining differences between two distinct groupings of couples; distressed (both partners reporting clinically significant distress) and nondistressed (neither partner reporting clinically significant distress) couples. Distressed couples at predemonstrated large-sized gains in all outcome variables, as compared to nondistressed couples. Those who participated in the single-couple format demonstrated lower gains in positive communication as compared to those in the group format. Implications for distressed couples in CRE programs are offered.

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“…One of the most robust common processes within psychotherapy is the working alliance, or the degree to which clients are engaged in collaborative, meaningful, and purposeful work with their therapist (see Horvath, Del Re, Flückiger, & Symonds, ; Pinsof, Zinbarg, & Knobloch‐Fedders, ). In systemic interventions, multiple alliances need to be considered, such as the alliance between the client and the therapist as well as the alliance between partners—even when partners are not in treatment together (Owen, ; Pinsof et al., 2009). The importance of the alliance has been demonstrated in over 200 individual and couple/family therapy studies; wherein the alliance accounted for 7% to 14% of the variance in outcomes (Crits‐Christoph et al., ; Friedlander, Escudero, Heatherington, & Diamond, ; Horvath et al., ).…”

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confidence: 99%

Alliance and Group Cohesion in Relationship Education

2013

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Relationship education programs have been shown as an effective way to increase relationship functioning. There is less known about how process factors, such as alliance with the leader or group dynamics, affect outcomes in these interventions. We examined group cohesion and alliance with the leader in a relationship education program tailored for individuals. Specifically, we examined whether participants' ratings (n = 126) of the group cohesion and alliance with the leader were associated with changes in relationship adjustment, relationship confidence, and communication quality from pre- to postintervention. The results demonstrated that participants' perceptions of the cohesion among the members in their relationship education group, but not the leader-participant alliance, made a significant contribution to the changes in participants' relationship functioning. These results suggest that the group dynamics among the members in the group are important ingredients in relationship education. Implications for relationship programs are provided.

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Processes of Change in Relationship Education for Lower-Income African American Couples

Cited by 20 publications

References 22 publications

The Effectiveness of PREP with Lower‐Income Racial/Ethnic Minority Couples

The Effectiveness of PREP with Lower‐Income Racial/Ethnic Minority Couples

Relationship Education in Community Settings: Effectiveness with Distressed and Non‐Distressed Low‐Income Racial Minority Couples

Alliance and Group Cohesion in Relationship Education

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