What Adolescents Bring to and Learn from Relationship Education Classes: Does Social Address Matter?

Kerpelman, Jennifer L.; Pittman, Joe F.; Adler‐Baeder, Francesca; Stringer, Kate; Eryigit, Suna; Cadely, Hans Saint Eloi; Harrell‐Levy, Marinda K.

doi:10.1080/15332691003694877

Cited by 28 publications

(30 citation statements)

References 30 publications

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“…For example, as part of the Fourth R school‐based prevention program, students learn communication skills to better respond to situations involving dating conflict and pressure to engage in sexual behavior (Wolfe et al., ). Importantly, prior research suggests that the experiences youth bring with them to intervention programs influence the effectiveness of the curriculum (Kerpelman et al., ), an important consideration for a justice system sample. Overall, juvenile offenders may similarly benefit from sexual health interventions that discuss the safest sexual practices within the context of committed relationships or that acknowledge the changing nature of contraception as youth age.…”

Section: Discussionmentioning

confidence: 99%

Risky Sexual Behavior among Arrested Adolescent Males: The Role of Future Expectations and Impulse Control

Knowles

Rinehart

Steinberg

et al. 2019

J of Research on Adolesc

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The current study evaluates two predictors of adolescent sexual risk‐taking, specifically whether impulse control or future expectations predict condom use and casual sex. We examine whether risky sex occurs among youth who tend to act without thinking about the future, or instead, youth who report low future expectations. We consider these relations longitudinally among a sample of sexually active justice‐involved adolescent males (N = 752, M age = 15.58) a group at heightened risk for sexual risk‐taking. We found that optimistic expectations for the future predict a higher likelihood of engaging in consistent condom use, whereas high impulse control is related to a lower likelihood of casual sex. Implications for intervention and research on positive sexual health are discussed.

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Section: Discussionmentioning

confidence: 99%

Risky Sexual Behavior among Arrested Adolescent Males: The Role of Future Expectations and Impulse Control

Knowles

Rinehart

Steinberg

et al. 2019

J of Research on Adolesc

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show abstract

“…First, to ensure anonymity and reduce response burden among youth, our examination of target characteristics was limited. Prior research indicates other youth characteristics, such as socioeconomic background, parents' marital status, and household composition, as well as youths' prior relationship beliefs and experiences, also influence the efficacy of RME for youth (Halpern‐Meekin, ; Kerpelman et al, ). We are also not familiar with published research on, nor did we collect data that allowed us to examine, the influence of youths' sexual orientation on the impact of RME.…”

Section: Discussionmentioning

confidence: 99%

Factors Associated with Romantic Relationship Self‐Efficacy Following Youth‐Focused Relationship Education

Futris¹,

Sutton²,

Duncan³

2017

Family Relations

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Objective To explore how youths' perceived relationship self‐efficacy following relationship education may vary on the basis of program and youth characteristics. Background Youth‐focused relationship education has been shown to promote attitudes and behaviors that foster healthy romantic relationships. Yet little is known about the factors associated with variations in these program outcomes. Method Using data collected from a convenience sample of 1,076 youth who participated in the Love U2: Relationship Smarts Plus program, structural equation models and multiple group analysis using chi‐square difference tests were examined to assess whether and how various program and youth characteristics are associated with relationship self‐efficacy. Results Youths' romantic relationship self‐efficacy was greater when programming was offered within a week or weekly versus monthly, after school rather than in‐school, and whether participants were female and had previous dating experiences. Several demographic factors (e.g., race, sex) moderated the influence of programmatic and individual characteristics on self‐efficacy. Conclusion Variability exists in how relationship and marriage education programs are implemented in uncontrolled real‐world settings. Our findings suggest that program outcomes may also vary on the basis of certain youth and program characteristics. Implications Practitioners should carefully consider how the tailoring of program content and delivery to meet the needs of diverse audiences maintains program fidelity and can potentially influence program outcomes.

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“…Since conflict within friendships appears to impede the early stages of psychosocial development, efforts to enhance conflict management skills among adolescents and young adults may potentially facilitate identity development. Kerpelman and colleagues () have evaluated the influence of a relationship education program that was provided in high school health classes. Evaluation results indicated that the adolescents who received the program had improved their conflict management skills a year following completion of the course when compared to adolescents who did not have relationship education.…”

Section: Discussionmentioning

confidence: 99%

Friendship characteristics, psychosocial development, and adolescent identity formation

Jones

Vaterlaus

Jackson

et al. 2013

Personal Relationships

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Young adults (n = 702; 18-23 years old) completed measures of psychosocial development, identity status, and friendship. Friendship conflict and support were related with psychosocial development, and with the identity statuses. As per Erikson's prescription, early psychosocial stages were relevant to the identity statuses. After statistically controlling for the predictive variability contributed by trust, autonomy, initiative, and industry with the identity status measures, conflict and support within friendships contributed predictive variability to identity achievement (3.2%), moratorium (2.4%), and diffusion (2.5%), but neither conflict nor support within friendships was related to foreclosure scores. Conflict within friendships was positively related with moratorium and diffusion, and support within friendships was negatively related with diffusion.

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What Adolescents Bring to and Learn from Relationship Education Classes: Does Social Address Matter?

Cited by 28 publications

References 30 publications

Risky Sexual Behavior among Arrested Adolescent Males: The Role of Future Expectations and Impulse Control

Risky Sexual Behavior among Arrested Adolescent Males: The Role of Future Expectations and Impulse Control

Factors Associated with Romantic Relationship Self‐Efficacy Following Youth‐Focused Relationship Education

Friendship characteristics, psychosocial development, and adolescent identity formation

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