Poster Session 4: Family Life Education

Presenters: Vanessa Finnegan, David Shannon, Francesca Adler-Baeder

Summary
Little empirical evidence exists on community educators' cognitive and behavioral processes in community program implementation. This mixed methods study advances our understanding of the community-based research process by examining the influence of educators' social cognitions on program fidelity during an efficacy study of couple relationship education. Research questions and framework for analysis were guided by the theory of planned behavior (Ajzen, 1991) and social-cognitive theory of agency (Bandura, 1989). In comparison to efficacy beliefs, perceived program benefits were most strongly associated with program fidelity intention. Consistent with theory of planned behavior, program fidelity intention predicted program fidelity behaviors. Qualitative findings illustrated perceived program benefits reinforced "buy-in" for programs. In accordance with the social-cognitive theory of agency, efficacy beliefs evolved with experience and influenced practice.

Objectives
-- To advance understanding of the processes involved in community program implementation by examining the under-examined influence of community educators on programmatic elements.
-- To evaluate the relative influence of community educators' social cognitions on program fidelity during a community-based efficacy study of couple relationship education.
-- To illustrate community educators influence on community level, programmatic elements in their own words.

Subject Codes: education, context
Population Codes: educators, non-clinical practitioners
Method and Approach Codes: applied research, mixed-methodology