• 335-1 - Identity's Influence to Retention of Relationships Education Curriculum
  Presented by: Hans Saint-Eloi Cadely, Joe F. Pittman, Jennifer L. Kerpelman, Francesca-Adler Baeder

• 335-2 - Relationship Education & Classroom Effects on Change in Ideal Partner Views
  Presented by: Yanling Ma, Joe F. Pittman, Jennifer L. Kerpelman, Francesca Adler-Baeder

• 335-3 - Facilitating Enjoyable Programs: Family Recreation Programming Framework
  Presented by: Sarah Taylor Agate, Dorothy Schmalz

• 335-4 - Using AIAI-FTFD Instructional Methods to Teach Marriage Enrichment
  Presented by: V. William Harris

Abstracts

Identity's Influence to Retention of Relationships Education Curriculum

Presented by: Hans Saint-Eloi Cadely, Joe F. Pittman, Jennifer L. Kerpelman, Francesca-Adler Baeder

Kerpelman and colleagues (2008) indicated that identity styles predicted intervention-related changes for adolescents who participated in the Relationships Smarts (RS+) program. The present study examined whether identity styles and whether or not adolescents who participated in RS+ would influence what they would retain from the curriculum over time in regards to faulty relationship beliefs. Participants were 2,049 high-schoolers. Results indicated that the test group endorsed lower levels of faulty relationship beliefs over time than the control group. Identity styles influenced endorsement of faulty relationship beliefs at the pre-test, and predicted endorsements of certain faulty relationship beliefs over time.

Relationship Education & Classroom Effects on Change in Ideal Partner Views

Presented by: Yanling Ma, Joe F. Pittman, Jennifer L. Kerpelman, Francesca Adler-Baeder

Using a sample of 1846 students nested in 106 classes of Alabama public high schools, this study examined the impact of a relationship education curriculum and classroom context on adolescent views regarding aspects of the “ideal relationship partner” (warmth, attractiveness, and status/resources). A series of multilevel models was conducted for each variable. Findings revealed significant curriculum effects controlling for classroom context, but one model showed classroom effects adding to curriculum effects and the third model uncovered a effect for classroom that moderated the impact of the curriculum. The role of classroom factors needs further consideration as curriculum effects are examined.

Facilitating enjoyable programs: Family recreation programming framework

Presented by: Sarah Taylor Agate, Dorothy Schmalz

Many family service professionals attempt to provide programs and activities for families, however, this too often means simply inviting the whole family rather than programming to meet the needs and interests of all family members involved. The purpose of this study was to develop a framework for providing family activities that can help providers facilitate an enjoyable experience for all family members. A collective case study was conducted using multiple sources of data.  Findings from this study and the framework developed have important implications for family service professionals who are attempting to facilitate beneficial experiences for families.

Using AIAI-FTFD Instructional Methods to Teach Marriage Enrichment

Presented by: V. William Harris

Empirically-informed teaching is driven by empirically-based instructional methodologies and techniques.  This research reviews the Attention, Interact, Apply, Invite (AIAI) instructional methodology and the Fact, Think, Feel, Do (FTFD) questioning technique and provides an example of how these instructional principles can be used to teach marriage education workshops (e.g., UMET - United Marriage Enhancement Training).