TY - JOUR
T1 - What adolescents bring to and learn from relationship education classes
T2 - Does social address matter?
AU - Kerpelman, Jennifer L.
AU - Pittman, Joe F.
AU - Adler-Baeder, Francesca
AU - Stringer, Kate J.
AU - Eryigit, Suna
AU - Cadely, Hans Saint eloi
AU - Harrell-Levy, Marinda K.
N1 - Funding Information:
This study was supported through grants from the U.S. Department of Health and Human Services, Office of Prevention Research and Evaluation (90OJ2017) and the Alabama Department of Child Abuse and Neglect Prevention/Children’s Trust Fund (CFFS 2006-301).
PY - 2010
Y1 - 2010
N2 - The current study examined the effectiveness of a youth-focused relationship education curriculum in a sample of 1,430 adolescents attending health classes across 39 public high schools. The evaluation consisted of pre, post, and 1-year follow-up data collections for intervention and control samples. Growth curve models were fit to test the general effects of the curriculum and to examine the influence of social address indicators. Results indicated that the intervention group, but not the control group, changed in the desired direction in terms of the faulty relationship beliefs and the relationship skills that were the focus of this study. Desired improvements on the faulty relationship beliefs occurred independent of social address, but desired improvements in conflict management skills appeared only for the less socially or economically advantaged groups (e.g., lower socioeconomic status and minority status). Participants living in stepfamilies also significantly improved their perceived skills. Adolescents living in single-parent family structures appeared to benefit least from the program. Implications for practice and future research are discussed.
AB - The current study examined the effectiveness of a youth-focused relationship education curriculum in a sample of 1,430 adolescents attending health classes across 39 public high schools. The evaluation consisted of pre, post, and 1-year follow-up data collections for intervention and control samples. Growth curve models were fit to test the general effects of the curriculum and to examine the influence of social address indicators. Results indicated that the intervention group, but not the control group, changed in the desired direction in terms of the faulty relationship beliefs and the relationship skills that were the focus of this study. Desired improvements on the faulty relationship beliefs occurred independent of social address, but desired improvements in conflict management skills appeared only for the less socially or economically advantaged groups (e.g., lower socioeconomic status and minority status). Participants living in stepfamilies also significantly improved their perceived skills. Adolescents living in single-parent family structures appeared to benefit least from the program. Implications for practice and future research are discussed.
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U2 - 10.1080/15332691003694877
DO - 10.1080/15332691003694877
M3 - Article
AN - SCOPUS:77951694060
SN - 1533-2691
VL - 9
SP - 95
EP - 112
JO - Journal of Couple and Relationship Therapy
JF - Journal of Couple and Relationship Therapy
IS - 2
ER -