Summary
Little is known about the significance of the working alliance between participants and relationship educators in couple relationship education (CRE) programs (Wadsworth & Markman, 2012). The current study aims to address this research gap and enhance the efficacy of CRE programs by a) examining the extent to which participants’ hopelessness at pretest predicts a weak working alliance with relationship educators and b) estimating the extent to which participants’ working alliance predicts participants’ lower hopelessness at posttest. We utilized structural equation modeling to analyze the dyadic data from 691 heterosexual couples who participated in a relationship education program. We confirmed a mediation model where working alliance partially mediates the relationship between hopelessness at pre and posttest. These results imply that participants’ initial hopelessness plays a crucial role in the formation of working alliance. Therefore, relationship educators need to put efforts into building alliance with participants who report strong hopelessness at pretest.

Objectives

• To examine the extent to which participants’ hopelessness at pretest predicts a weak working alliance with relationship educators at posttest
• To estimate the extent to which participants’ working alliance predicts participants’ lower hopelessness at posttest
• To determine if a participant's hopelessness at pretest predicts their partner's hopelessness at posttest

Subject Codes: education, hope, interpersonal relationships
Population Codes: couples/coupled, heterosexual,
Method and Approach Codes: structural equation modeling (SEM), actor-partner interdependence model (APIM), quantitative methodology

Summary
This study analyzes 23 different couple relationship education (CRE) programs for content common across programs. Categories of content were narrowed down to themes and three main areas arose from analysis: relationship skills, relationship virtues, and individual functioning. Of these areas, varying numbers of programs utilized each theme, with relationship skills (such as conflict resolution, communication, sexual intimacy, and listening) most common across all programs. Relationship virtues (such as compassion/empathy, commitment, openness/vulnerability, and honesty) were the second most common with individual functioning (including expectations and emotional intelligence) being included in fewer programs. Overall, CRE programs lack a focus on the individual in the couple relationship as well as discussion of or focus on the context in which the relationship resides. Future programs and research should focus on the impact of individual and context in order to better serve the individuals and couples that they strive to help.

Objectives

• Perform a content analysis of couple relationship education programs
• Analyze categories and themes present across 23 couple relationship education programs
• Provide suggestions for areas of future research and program content development in CRE programs

Subject Codes: education, relationship quality, family relations
Population Codes: Family Life Education, educators,
Method and Approach Codes: content analysis, relationship education, qualitative methodology

Summary
With the transformation to online programming following COVID-19, we assess demographic differences in perceived ease of computer use and whether it improves following participation in youth programs with a technology emphasis. Participants included 124 youth (mean age = 13.52, SD = 0.17) from two youth programs. Youth's perceived ease of computer use scores did not improve. Though there were no overall demographic differences when pooled across programs, in one program, Black participants had higher scores than participants not identifying as Black. This suggests that there are local community interactions between demographics and computer confidence. The results suggest inclusion of technology alone is insufficient to increase confidence in computer use. During distance programming, staff should structure in technical training and support. Program leaders and researchers can prioritize racial equity by identifying and showcasing strengths and addressing barriers for minority youth.

Objectives

• To evaluate effectiveness of youth programming in increasing at-risk youths’ ease of computer use
• To identify differences in technology perceived ease of use by gender, race, or ethnicity
• To assess whether technical support is needed for at-risk youth computer use in positive youth development programs

Subject Codes: technology, inequalities, education
Population Codes: low income, adolescence, People of Color
Method and Approach Codes: quantitative methodology, regression: linear (simple, multiple, hierarchical),

Summary
College classrooms are well-suited to promote the development of financial management skills. Through the purposive integration of experiential learning methods, college students can prepare for their careers and their financial future.This mixed-methods study sought to assess the effectiveness of a peer-to-peer financial education module thatdeveloped and implemented by students interested in careers in family and life education disciplines at the start of the COVID-19 pandemic. In a Southeastern university, students (N = 10) enrolled in an undergraduate course developed an online financial literacy program that was disseminated to their undergraduate peers (N =100). Findings revealed students who developed the program and those who participated gained financial knowledge and self-confidence. Findings of this study support the need to continue exploring additional experiential learning opportunities within the classroom and their effectiveness in bridging the gap between theory and application.

Objectives

• Measuring the effectiveness of the self-administered online learning modules on college students’ financial knowledge
• Exploring the role of peers as agents of financial socialization
• Exploring the relationship between peer-to-peer financial socialization and financial well-being

Subject Codes: education, socialization, well-being
Population Codes: emerging/young adulthood, undergraduate students, Caucasian/White
Method and Approach Codes: program development, program evaluation, research, general

Summary
Recent reports show that couple relationship education (CRE) can support healthy relationships. Yet recruitment and attendance issues remain for men in these programs. The theory of planned behavior suggests that attitudes are an important predictor of behavior, and attitudes toward CRE may differ for men due to beliefs pertaining to masculinity. Currently, very little is known about the preferences of men in CRE. This study investigated what men know about CRE, primary CRE topics of interest, along with preferences related to CRE incentives, barriers, and advertising in a sample of 558 men.

Objectives

• Participants will learn about research on the effectiveness of relationship education.
• Participants will learn about research relating to men attending relationship education, and some potential associated challenges.
• Participants will learn about study results which shed light on men’s preferences pertaining to relationship education.

Subject Codes: gender, relationships, evidence-based practice
Population Codes: Family Life Education, ,
Method and Approach Codes: content analysis, ,

Summary
In 2019 major flooding occurred in the Midwest and in one state flooding impacted over 80 counties.Several small towns faced significant damaged to infrastructure, homes, and businesses,causing individuals, families, and communities to address disaster response, recovery, and rebuilding efforts. As a part of assessing community needs, Extension conducted a mixed method research study by administering the mental and physical health related quality of life community readiness assessment survey instrument and in-depth interviews with key community leadersaiding in post-disaster recovery. Results from the survey revealed communities were Moderately Ready (56-75 points) to address mental and physical health-related quality of life issues.Qualitative research methodsfoundinfrastructure, key community institutions, and community culture were the major elements contributing to community rebuilding, recovery and quality of life. This poster will discuss research findings and implications for improving individual and community mental and physical quality of life issues after a natural disaster.

Objectives

• To evaluate the mental and physical health related quality of life needs of small rural communities after a natural disaster.
• To analyze quality of life issues from a human science perspective.
• To demonstrate how to use the Health-Related Quality of Life- Community Readiness Assessment.

Subject Codes: communities, disasters, well-being
Population Codes: rural, ,
Method and Approach Codes: needs assessment, mixed-methodology, applied research

Summary
Thousands of children are expelled from early childhood programs every year in the U.S, throwing working families into a frantic search for new reliable child care and interrupting young children's learning. Illinois's ban on expulsions for children ages birth-to-five is one of the most comprehensive in the nation and has been in effect for over three years. This study presents preliminary data from a mixed-method study of parents of expelled children and is the first to evaluate the law's implementation from a parent's perspective. Specifically, we assess whether parents are experiencing the disciplinary and transition practices stipulated in the law and how their perceptions of the cost, quality, and convenience of the expelling and receiving programs differ.

Objectives

• To evaluate the implementation of and compliance with the Illinois state ban of early childhood expulsion.
• To assess whether families receive the types of supported transitions stipulated by the law when a child must change care arrangements
• To determine how parents’ perceptions of subsequent care arrangements compared to the expelling programs with regards to convenience, affordability, and quality.

Subject Codes: education, family policy, child care
Population Codes: early childhood, Multiracial or ethnic, early childhood education
Method and Approach Codes: quantitative methodology, educational, advocacy

Summary
An ongoing area of research in Head Start classrooms is the efficacy of social interventions. The purpose of the present study is to determine the effectiveness of mindfulness interventions in a group of Head Start students. The study assesses whether mindfulness techniques in a sample of Head Start classrooms have succeeded in decreasing challenging behaviors displayed in the classroom, increasing teacher satisfaction and retention, reducing teacher stress, and/or increasing mindfulness in the classroom. A survey was administered to classroom staff in five classes who participated in the pilot program and staff in five classes who did not implement the pilot intervention.Additionally, observations were performed in five classrooms that participated in the pilot program and some control classrooms for comparison. The use of mindfulness techniques was observed in both types of classrooms. Data was analyzed to determine if classroom objectives were met for each criteria.

Objectives

• To evaluate the effectiveness of mindfulness interventions in Head Start classrooms.
• To identify interventions that can increase desirable classroom behaviors among marginalized groups.
• To contribute to ongoing research on the impact of Head Start programs.

Subject Codes: mindfulness, resilience, evidence-based practice
Population Codes: low income, educators, pre-school
Method and Approach Codes: evaluation, evidence-based practices/programs, curriculum development

Summary
The COVID-19 pandemic has created a new normal for much of the world, demanding novel adaptation for families and the processes of formal education (Chertoff et.al,2020). Texas Home Instruction for Parents of Preschool Youngsters (HIPPY) is a home visiting program which targets low income and underserved populations, with a central focus on increasing children (3-5 years) school readiness. The present study outlines steps taken to transition Texas HIPPY to virtual delivery and evaluation with principal focus on its process of virtual evaluation of school readiness. It outlines the process involved in the adaptation of the face-to-face Bracken School Readiness Assessment, illustrating how the program developed and implemented a virtual approach which mimicked in person delivery while maintaining reliability as indicated by non-significant difference between present data patterns and pre-COVID. Finally the study provides lessons learnt along with guidance on virtual adaptations of face-to-face assessments which targets young children.

Objectives

• To demonstrate the adaptive evolution of program evaluation in an early childhood education home visiting program during COVID-19
• To evaluate the effectiveness of the virtual adaptation of a face-to-face assessment tool of kindergarten readiness.
• To demonstrate effective strategies in non-contact virtual adaptations of program evaluation tools targeting young children in home visiting programs.

Subject Codes: COVID-19, education, technology
Population Codes: early childhood, early childhood education, non-clinical practitioners
Method and Approach Codes: program evaluation, educational, evaluation

Summary
Parents and low-income families face specific challenges, like unemployment and financial insecurity, during the COVID-19 pandemic. The Family Stress Model provides a framework for understanding how stressors may lead to changes in family well-being. The current study aims to describe the stress experiences and social service usage of low-income parents and caregivers (N = 217) of young children enrolled in an Early/Head Start (EHS) program during the COVID-19 pandemic. These families had average scores corresponding to moderate stress on the Perceived Stress Scale, and average scores slightly higher than the general public on the five Resources-Related items of COVID Stressors Scale. They also reported receiving a variety of social service supports at rates ranging from 4.61% (SSI/disability) to 53% (SNAP/food stamps). Taken together, findings indicate that connecting low-income families with additional social services may help protect against negative influences of large-scale stressful situations like the COVID-19 pandemic.

Objectives

• To describe the stress experiences of low-income families with young children enrolled in Early Head Start programming during the COVID-19 pandemic.
• To describe the specific resources-related COVID-19 stressors experienced by low-income families with young children enrolled in Early Head Start programming during the COVID-19 pandemic.
• To identify utilization of supports (including Early Head Start program components) used to mitigate COVID-related stress.

Subject Codes: COVID-19, stress, child care
Population Codes: low income, early childhood education,
Method and Approach Codes: evaluation, ,