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NCFR Annual Conference...sessions for family life
educators
Research, best practices, CEUs
2012 NCFR Annual Conference
Wednesday, October 31Saturday, November 3
Hyatt Regency, Phoenix, Arizona
Register by October 8 to avoid late fees. Follow link to registration information.
About NCFR
NCFR, the National Council on Family Relations, is the leading professional association for the
interdisciplinary study of families. More than 1,500 family professionals hold the Certified Family Life
Educator (CFLE) credential through NCFR.
Why should you attend this year's annual conference?
Even though the NCFR Annual Conference covers a broad range of topicsfamily therapy, outreach,
program evaluation,and family researchyou will find many sessions that inform your practice, teaching,
and work with families. You'll see that...
NCFR catalyzes research, theory, and practice
Practice sessions (“P”) focus on methods or implications for practice
Research sessions (“R”) relate to research results that inform practice (couples education, parenting,
child and adolescent development, and more)
Multidisciplinary perspectives: mental and physical health, demography, public policy, aging, religion,
feminism and more
Follow the links below for more information...
Sessions for Family Life/Parent Educators (PDF)
A sampling of concurrent sessions, symposia, special sessions, and posters for family life educators.
This list is subject to scheduling adjustments. For individual sessions of special interest to you, check
the online schedule link below for a complete description with abstract and presenters and to confirm
time and day.
Online conference schedule
�Full conference schedule online...can be filtered by Section (NCFR member interest groups) or
keyword. Also available to view and sort by each day at 2012 Conference Schedule
Registration
Register by October 8 to avoid late fees. Full conference or singleday options available.
Family Life Education Ebrochure (PDF)
An online brochure you can print or send to colleagues that includes information from these webpages
plus additional details.
National Council on Family Relations | 1201 West River Parkway · Suite 200 · Minneapolis, MN 55454 · 888.781.9331
Privacy Policy | Terms of Use | © 2017. All rights reserved.
Web design by Gorton Studios
�
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Research, best practices, CEUs
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NCFR 2012
Where Are They Now?
The Results of an HDFS
Alumni Survey
Kathleen Walker
Ashley C. Williams
Maureen Blankemeyer
Kent State University
Two hundred sixteen alumni from a Human Development
and Family Studies undergraduate program participated in
an online survey. Demographic and academic characteristics
are reported. Almost half of the participants indicated they
were employed in positions related to their undergraduate
degree in HDFS. Annual income, fields of practice, roles
and functions within their positions, and the age groups
with whom alumni work are identified. Furthermore, alumni
who reported having completed a field experience were
nearly three times more likely to be employed in an HDFSrelated position than those alumni who reported they did not
complete a field experience.
�Introduction
“What can I do with this degree and will I be able to
find a job?” are familiar questions to faculty who teach
undergraduates in family science. Allaying students’ fears
is difficult when knowledge of graduates’ professional
experiences is primarily anecdotal. Many faculty members
in family science programs rely on a few key resources to
help guide their undergraduates into potential careers. For
example, in 2009, the National Council on Family Relations
published Careers in Family Science, identifying career
opportunities for graduates with undergraduate degrees in
family science.
A few years earlier, Hollinger (2002) described “a rich
tapestry of career opportunities in the field” as well as a
number of “transferrable skills and competencies” students
may gain from a family science degree at the undergraduate
and graduate levels (p. 321). Her list of career opportunities
was adapted from Day, Quick, Leigh, and McKenry (1988)
and Keim (1995). Day and colleagues identified student
career plans reported by graduate program faculty.
Keim’s description of services provided by family science
professionals was gleaned primarily from career reference
guides. In another study, Keim and Cassidy (1989) obtained
regional salaries and job titles from a survey of agencies
where their program’s students were placed as interns.
However, none of these resources include data from
undergraduate family science alumni.
�Despite the number and size of undergraduate programs
in family science across the country, to our knowledge,
there are no published studies that report data from alumni
who have graduated from these programs. Therefore, the
primary purpose of our online survey was to gather empirical
evidence of the post-graduation professional experiences
of family science alumni by surveying the graduates of
a Human Development and Family Studies program at
a Midwestern university. Two research questions guided
our analyses: 1) How do alumni describe their current
professional experiences? and 2) What predicts their
employment in HDFS-related positions?
�Methods
Procedure
Alumni who participated in this study originated from
approximately 680 students who graduated from a Human
Development and Family Studies undergraduate program
between May 2003 and December 2010.
All alumni were sent an email invitation to participate in an
online survey. Email addresses were obtained initially from
the university’s database.
The initial email was sent via Survey Monkey and included
the first author’s contact information. Recipients of the
invitation were asked to click on a link to the online survey
that began with an introduction to the study and a request
for their consent to participate.
For those graduates whose email addresses were not current
in the database, every effort was made to obtain current
email addresses so that all alumni who graduated within the
targeted time period had the opportunity to participate in the
study. For some graduates, more current email addresses
were obtained from HDFS faculty members or a search on
Facebook.
As alumni were located, an invitation to participate was
sent to individual participants via email or Facebook by the
second author. An invitation to participate also was posted to
the HDFS program’s Facebook group, as its members include
alumni who graduated within the targeted period.
�Analysis
The online survey included questions related to three
areas of focus: 1) demographics, 2) current professional
experiences, and 3) perceptions of the education received.
Only responses to questions within the first two areas of
focus were included in the current analyses.
• Frequencies were calculated to describe the demographics
and current professional experiences of the participants.
• Preliminary analyses of several variables were conducted
to determine their relationship to the variable of interest
(i.e., working in an HDFS-related field with an undergraduate
degree only). The analyses indicated that only field
experience was significantly correlated with the variable of
interest.
• A subsequent logistic regression was performed to
determine the odds ratio of completing a field experience to
being employed in an HDFS-related field.
�Results
Demographic Characteristics
Two hundred sixteen alumni completed the online survey.
• Female participants (93.5%, n=201) greatly outnumbered
male participants (6.5%, n=14).
• The participants’ ages ranged from 21 to 59 years, and the
mean age was approximately 28 years (SD= 6.335).
• The majority of the alumni identified as Caucasian (84.7
%, n=182). A little over 13% (n=29) identified as African
Americans, and less than one percent (n=2) identified as
Hispanic or Latino. Two of the alumni (0.9%) reported
“other” as their ethnic identity; one participant did not
indicate an ethnic identity.
• Less than 39 % (n=83) were married at the time of the
survey, and almost half of the participants (49.3%, n=106)
reported they had never been married. A little over 10%
(n=22) indicated they were living with a partner. Three
participants (1.4%) were divorced, and one participant was
separated from her partner. One participant did not indicate
her marital status.
• Participants reported having between 0 and 5 children, but
the majority of participants (74.5%, n=161) reported having
zero children.
�Academic Characteristics
• Youth Development was the concentration identified by
42.5 % (n=90) of the alumni. Family Life Education was
identified by 32.5% (n=69), and 22.8 % (n=47) identified
Case Management.
• Over half of the participants, 62% (n=129) completed a
field experience; 38% (n=79) did not.
• The majority of the participants 85.6% (n=184) indicated
they did not obtain any additional certifications while
enrolled in the HDFS program, but 7% (n=15) reported
having obtained a nonprofit management certificate and
6.5% (n=14) indicated they became Certified Family Life
Educators.
• Years since graduation ranged from 0.25 to 7.83 years.
The mean number of years since graduation was 3.37 years
(SD=2.14).
Current Professional Experiences
• Almost 47% of alumni (n=101) reported being employed
in positions related to their undergraduate degree in HDFS.
• A little over 12% (n=27) indicated they were pursuing
further education, and other alumni indicated they were
already employed in (7.4%, n=16) or seeking (1.4%, n=3) a
position related to a more recently obtained degree.
• Only 3.7% (n=8) of the alumni reported they were
providing care full-time for a family member.
• A little over 8% (n=18) of alumni reported they were
currently seeking positions related to their undergraduate
degree.
�• Alumni also were employed in (14.4%, n=31) or seeking
(0.9%, n=2) positions not related to their undergraduate
degree in HDFS.
Our remaining analyses focused on those alumni who
reported being currently employed in positions related to
their undergraduate degree in HDFS:
• These participants reported being in their current positions
between .08 and 9.33 years. The mean duration at current
position was 1.78 years (SD=1.83).
• Alumni indicated to what extent they perform a variety
of functions in their current positions. Outreach, resource
management, advocacy, education, and caregiving were
rated by more than 30% of the alumni as activities in which
they participate to a great extent.
• Annual individual income is reported in Figure 1. Age
groups with which alumni work are reported in
Figure 2, and the he fields of practice within which they
work are reported in Figure 3.
Predicting Employment
• Preliminary analyses (a series of chi-squares for categorical
variables and point biserial correlations for continuous
variables) indicated that completing a field experience was
the only variable significantly related to employment in an
HDFS-related position.
• A subsequent odds ratio indicated that alumni who
reported having completed a field experience were nearly
three times more likely to be employed in an HDFS-related
position than those alumni who reported they did not
complete a field experience.
�Figure 1. Annual individual income as reported by alumni
currently employed in an HDFS-related position.
Figure 2. Age groups with whom HDFS alumni reported
working.
�Figure 3. Fields of practice within which HDFS alumni
reported working.
�Conclusion
In their description of effective program evaluation, Hilton,
Kopera-Frye and Cavote (2003) allude to the role alumni
surveys might play in measuring specific outcomes. Alumni
surveys have clear implications for curriculum decisions.
Furthermore, over twenty years ago, Day and colleagues
(1988) suggested potential undergraduate students
learn “where alumni have gotten jobs [and] how much…
starting salaries were” (p. 324), but for most family science
undergraduates, that information continues to remain
elusive.
According to Hamon and Alexander (2010), a future
challenge of family science is to “help our graduates…better
articulate what family science is and what they are able to
do” but until more studies like the current one are published,
this challenge will likely persist.
�References
Day, R. D., Quick, D. S., Leigh, G. K., & McKenry, P. C.
(1988). Professional training in family science: A review
of undergraduate and graduate programs. Family Science
Review, 1(4), 313-347.
Hamon, R. R., & Alexander, A. L. (2010, November). The
state of family science: Strengths and future directions for
the discipline. Poster session presented at the meeting of
the National Council on Family Relations, Minneapolis, MN.
Hilton, J. M., Kopera-Frye, K., & Cavote, S. (2003). Lessons
learned from the development and implementation of a
comprehensive undergraduate program assessment. The
Journal of Teaching in Marriage and Family, 3(3), 343-361.
Hollinger, M. A. (2002). Family science: Historical roots,
theoretical foundations, and disciplinary identity. Journal of
Teaching in Marriage and Family, 2, 299-328.
Keim, R. E. (1995). Careers in family science. In R. D. Day,
K. R. Gilbert, B. H. Settles, & W. R. Burr (Eds.), Research
and theory in family science. Pacific Grove, CA: Brooks/
Cole.
Keim, R. E. & Cassidy, D. J. (1989). Careers for family
scientists: Entry positions. Family Science Review, 2(1),
1-31.
National Council on Family Relations. Careers in family
science. Minneapolis, MN: Author.
�
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Where Are They Now? The Results of an HDFS Alumni Survey
Creator
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Kathleen Walker, Ashley C. Williams, Maureen Blankemeyer
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where-are-they-now-results-hdfs-alumni-survey
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November 2012
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USING EVIDENCE-BASED PROGRAMS TO
IMPROVE CHILD WELL-BEING
The National Council on Family Relations
Annual Conference
November 2, 2012
0
�What children need for healthy development
EDUCATION
AND SKILLS
ATTAINMENT
BEHAVIOR
EMOTIONAL
WELL-BEING
POSITIVE
RELATIONSHIPS
PHYSICAL HEALTH
PRENATALEARLY
CHILDHOOD
0-4 YEARS
•Ready for
school
•Pro-social behavior
•Free from
depression &
anxiety
•Positive
relationship with
positive
parent(s), peers
•A healthy gestation
and birth
MIDDLE
CHILDHOOD
5-11 YEARS
•Adequate
academic
performance,
including
reading by 3rd
grade
•Selfregulation
•Positive
relationships
with parent(s),
pro-social
adults, positive
peers
•Free from chronic
health conditions
Same as above
Same as above
•Regular school
attendance
ADOLESCENCE
11-18 YEARS
•Absence of antisocial behavior
•Pro-social behavior
•Absence of antisocial behavior,
crime, and violence
•Has not tried/does
not use illicit
substances
•No risky sexual
behavior
Same as above
Same as above
•Graduation
from high
school
•Absence of
teen/unintended
pregnancy
•Free from
depression &
anxiety
•Free from
suicidal
ideation
Same as
above
•Free from chronic
health conditions
and developmental
delays
•Free from obesity
1
�Is it possible for children to get what they need to be
healthy from our public systems?
•
Can public systems deliver proven practices and
programs that improve outcomes for children?
•
Are there enough proven practices and programs to
make improved outcomes possible?
•
•
Do our public systems have the right workforce?
•
How would public systems fund these proven
practices and programs?
How would public systems know which are the right
proven practices and programs?
2
�JIMMY AND BLUE SKY
PROVEN PROGRAM DELIVERS RESULTS FOR YOUTH
3
�14-year-old Jimmy arrested for beating up mother, brother
• Warning signs
– Skipping out of school after
homeroom
– Difficulty comprehending
conversation
– Defacing school buildings
– Building fires in empty lots
– Retaliating against mother’s
discipline
– Rebelliousness
– Friends’ antisocial behavior
• What should the judge do?
4
�Jimmy sentenced to proven community-based program
• Blue Sky offers a continuum of care
– Multidimensional Treatment Foster
Care (MTFC)
– Multisystemic Therapy (MST)
– Functional Family Therapy (FFT)
• Programs are designed to yield
results in 6 to 9 months on average
5
�Jimmy’s experience shows that it pays to intervene early,
stick with proven methods
•
70% of the 350 youth referred to Blue Sky
have remained at home instead of spending
lengthy stays in juvenile detention
•
Only 25% of youth have been re-arrested
following treatment compared to 59% of
youth placed in a residential facility
•
Blue Sky costs approximately $17,000 per
youth, saving an estimated $100,000 per
youth when compared to the cost of
detention
6
�Jimmy’s success reflects leaders’ commitment
to help children and youth succeed
•
•
Established a shared vision of child well-being
Used data to identify:
– Programs with the greatest potential to
change the lives
– Opportunities to redirect funding to proven
community-based programs
•
Selected proven programs shown to enhance
children’s healthy development
•
Received technical assistance to maximize and
sustain funding over the long-term
7
�Where do you see
opportunities to
help young people
like Jimmy?
8
�We now know more and can do more to improve child and youth
outcomes
Circa 1975
Widespread belief that nothing
worked in public systems
Academic analysis of hundreds
of programs in corrections found
no evidence that any treatment
could consistently be relied upon
to reduce recidivism.
Symbolic of wider belief that no
social intervention programs had
positive effects, even for youth.
Circa 2012
Research has identified programs
for children and families that have
produced positive outcomes.
Prenatal and infant programs
Early childhood programs
Parent training
School-based behavior
management strategies
Children’s mental health
promotion
Juvenile delinquency
prevention
9
�Two significant gaps in evidence-based programming
•
The Supply Gap: There are a limited number of
evidence-based programs and practices that
demonstrate consistent, significant, measurable
success in addressing risk and protective factors and
improving outcomes.
•
The Utilization Gap: The evidence-based programs
and practices that do exist are not widely utilized –
especially within public systems.
10
�Annie E. Casey Foundation’s evidence-based practice
strategy to improve outcomes for children
MAKING
STRATEGIC
PLANNING
PROCESS
Help developers,
public agencies,
schools and
communities
develop a shared
vision and mutual
accountability
PUBLIC SYSTEMS
WISE INVESTMENTS IN CHILDREN’S
FUTURES
ASSESSMENT
OF CHILDREN
AND FAMILIES
Provide objective
data on the
community’s
needs, strengths
and existing
resources
DATABASE OF
PROVEN
PROGRAMS
FINANCIAL
STRATEGIES
Help communities
and public
systems easily
select proven
programs that
improve child
outcomes
Help public
agencies and
schools redirect
funding to proven
programs and
maximize external
funding sources
TRAINING AND TECHNICAL ASSISTANCE
11
�Evidence-based practice results:
Child Steps (Maine)
• Community-based mental health treatment
for youth 6-15 years old with depression,
anxiety and conduct disorders. Individual
and family sessions
• Service provided by community mental
health center with master’s level providers
• Outcomes: symptom reduction, removal
prevention and placement stability
• Funding: Medicaid, Mental Health Block
Grant and state general fund
12
�Evidence-based practice results:
CARES (Philadelphia, PA)
• Adaptation of Parent Child Interaction
Therapy to a foster parent skill training for
caregivers of children 2-10 years old with
behavior problems
• Service: provided by community mental
health centers with master’s level
providers
• Outcomes: stabilized behavior, reduction
in placement disruptions and timely
permanence
• Funding: Medicaid, Title IV-E and city
general fund
13
�
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Using evidence-based programs to improve child well-being
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Abel Ortiz
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using-evidence-based-programs-improve-child-well-being
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November 2012
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Using a Decolonizing Framework for Therapy with American Indians
Context and Theory
Laurelle L. Myhra, PhD, LMFT
Purpose
The purpose of this poster is to provide
context and theory for understanding American
Indian (AI) families today, in order to
successfully and therapeutically aid in healing
processes.
Health Disparities
AIs continue to have lower health status and
life expectancy compared to other Americans,
which has been linked to inadequate education,
poverty, discrimination in delivery of health
services, and lack of cultural knowledge of
health care providers (Indian Health Services,
2011).
Evolving Identities
• AIs have an unique historical and political
status (i.e., IHS, sovereignty).
• Tribal and cultural identities continue change
and evolve with urbanization and
modernization, however AI are often
portrayed as static objects or symbols.
• Variations and
subgroups of AI are
often treated as
insignificant, and have
been replaced by
notions of urban-,
reservation-, traditionaland pan-Indians.
• The strength and
resiliency of Native
people may be
overshadowed by efforts
at “revitalization” which
may fail to give credence
to the current and
historical cultural wealth
and knowledge.
Historical Trauma
What is historical trauma?
Historical trauma is the collective emotional and
psychological injury over one’s lifetime and
across generations (Brave Heart, 2003).
What is the effect on the individual?
Historical trauma response is a cluster of
symptoms or behaviors, such as “depression,
self-destructive behavior, suicidal thoughts and
gestures, anxiety, low self-esteem, anger, and
difficulty recognizing and expressing emotions”
(Brave Heart, 2003, p. 7; Whitbeck et al. , 2004).
Intergenerational Transmission
AIs have experienced forced assimilation and
genocide since 1800s including (Deloria, 1988;
Weaver, 1998):
Promoting Healing
“Indigenist” Stress-Coping Model
• The removal of AI children from their
families, forbidding them to speak their native
tongue, and practice their traditional ways. The
last of boarding schools was closed in the
1970s.
• AIs were unable to legally practice traditional
religion until 1978.
• The loss of cultural practices and oral history
has had devastating affects for generations.
What is the effect on family and community?
Oppressive governmental policies aimed forced
assimilation and genocide have disrupted cultural
transmission patterns and resulted in cultural loss
for subsequent generations, ultimately creating
vulnerabilities among AI families and
communities (Deloria, 1988; Stamm et al., 2004;
Weaver, 1998).
(Walters & Simoni, 2002)
• Get to know the community, there are
unique characteristic in each community.
• Discuss relationship of historical trauma,
racism to the presenting problem.
• Encourage the use of traditional healing
practices.
What is the effect on larger systems?
Vulnerabilities and ongoing trauma (e.g., high
rates of victimization) and distress (e.g., poverty)
have a cumulative effect (Gray, 1998).
• Engage elders and family members.
• Use strength-based approaches which do
not further victimize or pathologize.
(Myhra, 2011)
• The intergenerational stressors accumulate and
impinge on the cultural and emotional
strength of each Nation (Gray, 1998).
• A high prevalence of historical trauma has
been identified in the current “parent”
generation (Whitbeck et al., 2004).
• Secondary posttraumatic stress disorder has
been applied to generations of AI, as a normal
reaction to being around someone who has
been acutely traumatized (Duran & Duran,
1995).
• Focus on prevention by reinforcing cultural
pride and knowledge among youth.
Author Biography
Laurelle Myhra, PhD, LMFT is an enrolled member of
the Red Lake Ojibwe Nation. Dr. Myhra is the head of
the counseling clinic at the Native American Community
Clinic where she is a clinician and supervisor. She is a
visiting professor at St. Mary’s University. Dr. Myhra
received her PhD from the University of Minnesota's
Family Social Science and Marriage and Family Therapy
(MFT) program. Dr. Myhra was a four-time SAMHSA
Minority Fellow through AAMFT, for her commitment to
health disparity research and clinical work with the
American Indian community.
�
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2012 conference materials
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Using a Decolonizing Framework for Therapy With American Indians: Theory and Context
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Laurelle Myhra, PhD, LMFT
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using-decolonizing-framework-therapy-american-indians-theory-and-co
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November 2012
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68f0edb204914d05b18396fee4705b8b
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Text
Using a Decolonizing Framework for
Melissa E. Lewis, PhD, IMFT
University of Akron
Department of Counseling
Marriage and Family Therapy
Akron, OH 44325-5007
mlewis@uakron.edu
Therapy With American Indians
Melissa E. Lewis, PhD, IMFT
Purpose
• Present unintentional biases in addressing the needs
of American Indian (AI) populations.
• Present current and culturally appropriate techniques,
models, and theories for therapeutic interventions
with AI individuals and families.
What is a decolonizing perspective?
Moving
away
from…
Western, individualistic points
of view
Indigenous Liberation Theory
• Highlight indigenous knowledge
(IK) and move away from a
Western (disease) model
Current Colonization
Institutional racism,
microaggressions, looking down
on, saving, helping and pitying
Socio-political oppression and
injustices that occur in
therapeutic interventions
Client’s self-efficacy
increases
• Flatten hierarchy of therapistclient (researcher-participant)
Client utilizes internal and
familial resources
• Utilize a decolonizing lens
Therapist privileges &
values IK
Empirically supported theories
that may perpetuate hierarchy or
colonizing frameworks
Historical Colonization
Assimilation, accommodation,
boarding school
Increased
overall health
Narrative Medicine
“The elders teach us that the story exists
independently form its teller and telling.
It works on us to change us in its own
way, regardless of our interpretations.
Every story is also its own prayer.”
-Lewis Mehl-Madrona
• Health professionals move away from being the expert
givers and towards expert listeners and use the belief
system, worldview and stories in which their patient
lives
• Disease within relationships (current and historical)
• You (not experts) have the ability to influence your
health using your familial, ancestral, and community
knowledge
Native American Motivational Interviewing
Towards an empowering relationship in which
Native stories, spirituality, and ways of
knowing are honored.
Author Biography
Melissa E. Lewis, PhD, IMFT is an enrolled member of the Cherokee
Nation. Melissa received her doctorate from East Carolina University in
Medical Family Therapy. She is a Visiting Professor at the University of
Akron. Her work focuses on the stress transmission model and is
evaluating integrated care interventions aimed to reduce BPSS health
symptoms in both Native communities and with military couples.
• Use Native voice (first person)
• Spirit of MI; address
spirituality, relationships,
community
• An empowerment model
• Clients as relatives for Native
providers
• Express empathy/roll with
resistance
Expert
• You have an alcohol addiction
• How many drinks did you have this
week?
MI
• Can we spend some time talking about your
health? What does your family think about
that?
• What is that keeps you going everyday after
all that you have been through? (elicit
strengths)
�
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2012 conference materials
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Using a Decolonizing Framework for Therapy With American Indians: Interventions
Creator
An entity primarily responsible for making the resource
Laurelle Myhra, Melissa Lewis, Erica Heartwell
Identifier
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using-decolonizing-framework-therapy-american-indians-interventions
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November 2012
-
https://archive.ncfr.org/files/original/ed2639feae4f5be729db31246f62360b.pdf
acfdee6fa51c4ab23fe9b4d0bf5bca6b
PDF Text
Text
Using a Decolonizing Framework for Therapy With American Indians
Cultural Humility
Erica E. Hartwell, MA, MFT
What is Cultural Humility?
Purpose
• Address the limitations of cultural competence when
working with clients of diverse backgrounds
• Present cultural humility as a self-reflective, life-long
process that respects and empowers clients
• Provide examples of clinical interview questions
Culture is…
•
•
The Problem with Cultural Competence
Learn
about
history
and
shared
characteristics
of
different
groups
•
•
•
Apply
this
knowledge
to
clients
belonging
to
certain
groups
in
an
attempt
to
better
understand
them
Make
assumptions
about
client,
fail
to
ask
questions
about
and
honor
client’s
individual
experience
Author Biography
Erica E. Hartwell, MA, MFT, is an enrolled member of the Elnu Abenaki
Band, which received recognition in the state of Vermont on April 22, 2011.
She is currently a doctoral candidate in the Couple and Family Therapy
program at The Ohio State University and expects to graduate in May 2013.
In addition to earning licensure in the state of Ohio, Erica has completed
two minors (Women’s Studies and Sexuality Studies), taught a human
sexuality course for four quarters, worked on federally-funded HIV research,
and is an AAMFT Supervisor Candidate.
…not static or narrow, so we cannot be
“competent” in it (Goldberg, 2000).
…dynamic, contextual, emergent, multifaceted, political, linguistic (Dean, 2001; Rincon,
2009).
Culural humility is…
•
Create
a
“false
sense
of
knowing”
about
client’s
experiences
and
identities
Erica E. Hartwell, MA, MFT
Doctoral Candidate
Couple & Family Therapy
Human Development &
Family Science
The Ohio State University
erica.hartwell@gmail.com
•
…a life-long process of engaging with
clients, communities, colleagues, and oneself.
…using client-focused language to redress
the power imbalance between client and
provider.
…developing equal and nonpaternalistic
partnerships with communities (Tervalon &
Murray-Garcia, 1998).
…at times, painful when we admit to our own
shortcomings and biases (Dean, 2001).
…understanding histories of oppression
and discrimination that lead to structural
inequalities (Rincon, 2009).
Self-‐re0lection
and
critique,
analyze
assumptions
and
biases
Place
assumptions
aside.
Ask
the
client!
Realize
no
culture
is
better
than
another
Cultural
Humility
See
the
client
as
the
expert
on
her/his
own
culture,
values,
beliefs
Admit
when
we
don’t
know
about
someone’s
culture
Seek
knowledge
and
resources
about
the
contexts
of
clients
What does this look like with clients?
“What is the most important issue for you to address?”
“How can I be helpful?”
“What are your spiritual beliefs?”
“Do you prefer the term, American Indian, Native American, or something else?”
“I am not familiar with the history of [client’s nation/tribe/clan]. Can you tell me a little about it?”
“How does your family feel about [client’s concern]?”
“What does being [client’s identity] mean to you? To your family?”
“How do you feel talking about this with me, someone who is not [client’s identity]?”
�
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Using a Decolonizing Framework for Therapy with American Indians: Cultural Humility
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Erica E. Hartwell
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using-decolonizing-framework-therapy-american-indians-cultural-humi
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ad105b818f3608c874c9e1da2827e1ee
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Text
An
Introductory
Family
Science
Course
Built
On
Using
Bronfenbrenner’s
Ecological
Framework
Bronfenbrenner’s
Ecological
Framework
To
Structure
An
Introductory
Family
Science
Course
Lawrence
G.
Shelton,
Ph.D.
HDFS
060:
Human
Development
and
Family
Studies
University
of
Vermont
The
Family
Context
of
Human
Development
Course
ObjecPves:
•
to
learn
Urie
Bronfenbrenner's
language
for
describing
and
analyzing
the
relaPonships
between
a
person's
context
and
a
person's
development;
•
to
develop
a
framework
of
develecological
principles
to
explain
changes
in
family
structure
and
funcPon;
•
to
apply
Bronfenbrenner’s
language
and
the
develecological
principles
to
our
understanding
of:
•
ourselves
and
our
own
development,
•
development
of
other
people
in
our
culture,
and
•
current
topics
of
interest
in
the
world
of
families;
•
to
improve
our
abiliPes
to
think
about,
write
about,
and
discuss
the
processes
of
development
and
family
relaPonships.
FlirPng
DaPng
•
Learn
the
DefiniPons,
ProposiPons
and
Hypotheses
of
Bronfenbrenner’s
framework.
•
PracPce
applying
them
to
relaPonships
and
family
transiPons.
•
Pass
an
objecPve
examinaPon
on
the
framework.
Unit
2:
Family
TransiPons
Step-‐ParenPng
DaPng
Co-‐parenPng
Re-‐Entry
ParenPng
Conflict
Child-‐bearing
Changing
RelaPonships
Co-‐HabitaPon
Grand-‐parenPng
SeparaPon
Marriage
Re-‐Marriage
Divorce
Co-‐HabitaPon
Breaking
up
Unit
1:
Develecology
Changing
Ecosystem
School
•
Explore
a
variety
of
typical
and
atypical
family
transiPons,
applying
Develecology.
Departure
Puberty
Child-‐bearing
Widowhood
Developmental
TransiPons
Curricular
ObjecPves:
This
introductory
family
course
combines
developmental
and
ecological
perspecPves
to
organize
typical
content
in
a
way
designed
to:
•
provide
students
an
overview
and
integraPon
of
both
developmental
and
ecological
models;
•
familiarize
students
with
concepts,
issues
and
research
typically
included
in
introductory
marriage
and
family
courses,
and
place
those
issues
and
concepts
into
social
context;
•
develop
understanding
of
ecological
and
developmental
perspecPves
they
will
carry
over
into
subsequent
courses
in
the
program;
•
help
students
construct
a
framework
into
which
they
can
place
the
material
of
the
introductory
courses
as
well
as
concepts
from
subsequent
courses
in
the
field;
•
engage
student
interest
by
addressing
issues
and
concepts
from
students’
own
experience
in
families
and
relaPonships;
•
begin
the
development
of
sophisPcated
understanding
of
theorePcal
and
research
principles
of
family
science.
Family
TransiPons
QuesPons
for
Discussion:
The
development
of
the
course
structure
and
objecPves
reflects
several
realiPes:
•
Many
students
will
never
take
another
family
science
course.
•
Beginning
students
have
much
personal
experience
with
their
own
families,
but
li\le
experience
with
diverse
families.
•
Students
have,
at
best,
only
primiPve
conceptual
frameworks
to
organize
informaPon
about
family
structure,
funcPon,
dynamics
and
change.
•
Students
are
eager
to
discuss
their
own
families
and
experience.
•
As
in
most
introductory
courses,
there
is
far
too
much
to
cover
in
one
semester,
so
a
syllabus
must
be
purposefully
selecPve.
Lawrence.Shelton@uvm.edu
•
How
do
you
incorporate
ecological
perspecPves
in
your
introductory
family
science
courses?
•
What
ecological
frameworks
do
you
teach?
•
What
difficulPes
do
your
students
encounter
in
learning
to
apply
ecological
perspecPves?
•
What
challenges
do
you
face
in
helping
students
learn
to
think
ecologically?
•
What
obstacles
do
you
face
in
teaching
introductory
family
science
courses
effecPvely?
•
Would
your
program
accommodate
an
introductory
course
based
on
Bronfenbrenner’s
framework?
�
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2012 conference materials
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Using Bronfenbrenner's Ecological Framework To Structure An Introductory Family Course
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by
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using-bronfenbrenner-s-ecological-framework-structure-introductory-
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November 2012
-
https://archive.ncfr.org/files/original/7e88e2b95936870ab02198611bff68e6.pdf
e60ccc6c22d2bc33b3e64b7a6c50679a
PDF Text
Text
Using Bronfenbrenner’s Ecological Framework
To Structure An Introductory Family Course
Lawrence G. Shelton, Ph.D.
Human Development and Family Studies
University of Vermont
HDFS 060: The Family Context of Human Development
Course Objectives:
• to learn Urie Bronfenbrenner's language for describing and analyzing the relationships
between a person's context and a person's development;
• to develop a framework of develecological principles to explain changes in family
structure and function;
• to apply Bronfenbrenner’s language and the develecological principles to our
understanding of:
• ourselves and our own development,
• development of other people in our culture, and
• current topics of interest in the world of families;
• to improve our abilities to think about, write about, and discuss the processes of
development and family relationships.
Unit 1: Develecology
• Learn the Definitions, Propositions and Hypotheses of Bronfenbrenner’s framework.
• Practice applying them to relationships and family transitions.
• Pass an objective examination on the framework.
Unit 2: Family Transitions
• Explore a variety of typical and atypical family transitions, applying Develecology.
Each transition is analyzed to describe individual developments that might lead to it or
accompany it, the changing relationships that are part of it, and the ecosystem changes that
are part of the transition.
The development of the course structure and objectives reflects several realities:
• Many students will never take another family science course.
• Beginning students have much personal experience with their own families, but little
experience with diverse families.
• Beginning students have, at best, only primitive conceptual frameworks to organize
information about family structure, function, dynamics and change.
• Students are eager to discuss their own families and experience.
• As in most introductory courses, there is far too much to cover in one semester, so a
syllabus must be purposefully selective.
The most recent offering of the course is mounted on Blackboard, but the syllabus and other
materials may be obtained on the open course web site: www.uvm.edu/~hdfs60.
I may be reached at: Lawrence.Shelton@uvm.edu
NCFR, October 31, 2012
�Curricular Objectives:
This introductory family course combines developmental and ecological perspectives to
organize typical content in a way designed to:
• provide students an overview and integration of both developmental and ecological
models;
• familiarize students with concepts, issues and research typically included in introductory
marriage and family courses, and place those issues and concepts into social context;
• develop understanding of ecological and developmental perspectives they will carry over
into subsequent courses in the program;
• help students construct a framework into which they can place the material of the
introductory courses as well as concepts from subsequent courses in the field;
• engage student interest by addressing issues and concepts from students’ own
experience in families and relationships;
• begin the development of sophisticated understanding of theoretical and research
principles of family science.
Questions for discussion:
• How do you incorporate ecological perspectives in your introductory family science
courses?
• What ecological frameworks do you teach?
• What difficulties do your students encounter in learning to apply ecological perspectives?
• What challenges do you face in helping students learn to think ecologically?
• What obstacles do you face in teaching introductory family science courses effectively?
• Would your program accommodate an introductory course based on Bronfenbrenner’s
framework?
HDFS 60 is followed by HDFS 161, The Social Context of Development. Students apply
develecological principles to analyze common social elements, including neighborhood,
education, health care, and social services. We discuss social policy and programs, and a
develecological approach to advocacy.
Develecology: The study of the processes of development of organisms and their relations
with their environments, employing a combination of systemic and longitudinal perspectives
that include the mutual and reciprocal transactions of organism and context. The focus of
develecological analysis is change in both the context and the organism.
References
Bronfenbrenner, U. [1979]. The ecology of human development. Cambridge, MA: Harvard
University Press.
Galinsky, E. [1987]. The six stages of parenthood. Reading, MA: Addison-Wesley.
[Originally published as Between Generations.]
Shelton, L. G. [2012]. Develecology. Unpublished manuscript, University of Vermont.
Shelton, L. G. [2012, Summer]. An introductory family science course built on
Bronfenbrenner’s ecological framework. NCFR Report, Family Focus on Teaching
Family Science. Vol. 57.2, pp. 20 – 22.
NCFR, October 31, 2012
�
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Using Bronfenbrenner's Ecological Framework To Structure An Introductory Family Course - handout
Creator
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by
Identifier
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using-bronfenbrenner-s-ecological-framework-structure-introductor-0
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November 2012
-
https://archive.ncfr.org/files/original/110072561daa60e9ac1e949aeee2305b.pdf
ca9295f785a7cc5f44bf35730860dd9c
PDF Text
Text
Core Health Messages:
A User-Focused Health
Literacy Initiative
Bonnie Braun, PhD
Elisabeth Maring, PhD
Linda Aldoory, PhD
Mili Duggal, MPH
University of Maryland Extension,
Department of Family Science
Herschel S. Horowitz Center for Health Literacy
�~~
I
r -I
~
•
i . ~~.j .,
· ~~~
r ~-,'Lr l:
~r
L___
What We Know
About Rural
Mothers
• Poorer health outcomes
• Limited availability and
access to health
servtces
• Inadequate health
tnsurance coverage
• Low levels of health
literacy
0
0
• How they respond to
health messages
• Level of understanding
of health messages
• How they act in
response to messages
• Preferred channels of
recetvtng messages
�Health Literacy
Health literacy principles suggest that
health information must be:
-Scientifically sound
-Easy to understand and do
-Culturally appropriate
-Emotionally appealing
�Research and Intervention Goal
Empowerment Theory
Actively develop
health messages
Perceive
control over
one's life
Feel
empowered to
make good
decisions
Take Action
�Participants
96 ethnically diverse mothers
living in rural communities
Primary caregivers of at least
one child between the ages of 0 and 12
Income 185% or less than
the federal poverty line
�Data Collection
Used learner-focused approach to test messages
using in focus groups and individual interviews
Tested initial health messages in the areas of:
Food Security, Physical Health, and Dental Health
�Data Analysis
• Stage 1-0C:
Created initial
codebook using
Focus Group
Protocol questions
to develop codes
• Stage 2-0C:
Individual teams
added codes with
subthemes based
on assigned
transcriptions
• Stage 1-AC:
Individual coders
from each team
shared coding and
came to agreement
• Stage 2-AC: Two
teams shared
coding with each
other to develop
axial codebook.
• Stage 1-SC:
Reviewers
assessed our
codes with a rubric
Review team
consisted of
internal and
external
consultants.
• Stage 2-SC:
Reporting - Tell
story of Rural
Health Messages
�Emerging Themes
Per:sdn'l Con.tr.QJ
Me Time
Perception of control
H'alttt _~ _
Definition
Personal Health
Family Health Concerns
);;> Lack of sleep
~
);;>
Stress
Healthy food
);;>
Cost
Facts that help or hinder acting on presented Health Messages
Preferences for delivery of Health Messages
>);;>
Trusted providers
Remembered messages
�What kind of person inthe message do
you want speaking to you?
6
N
39
42o/o
=93
43
46%
Healthcare Worker
No Person
Mom, Friend
Both
Source: Focus Groups & Interviews
5%
�How much should the message be
about your busy life or feeling
lack of controll
?
Empathy
No empathy
Source: Interviews
�Would you rather have the message tellin.g
you that something bad will happen to you
if you DON'T do the action, like a
punishment message? Or would you rather
t he· messa. e tell you what good can happen
g
after you do the action, like a reward?
4
4 o/o
N =93
47
51%,
Negative
Positive
Both
Source: Focus Groups and Interviews
�Core Health MessagesTemplate©
FINAL MESSAGE #1
�Preferred Dental Health Message
Medium amount of content
Positive- what good can happen after you do the action
I
I
I
Tells a short story or includes simple steps that the mothers find easy to do
I
;;
.
Empath~etic'· ~bout their:busy life·
"/am-always Busypf?d pinched
/or mon_~y"
FINAL MESSAGE
Hi, I'm Mary. I have two kids and I am always busy and pinched for money! I want my children to be healthy. I don' t
want my kids to have cavities like I did. Our dentist told me that my kids might get cavities if they don't drink water with
fluoride and use toothpaste with fluoride. I've been buying bottled water and toothpaste with fluoride added to
prevent cavities.
�Acknowledgments
This project was supported by the Rural Health and Safety
Education Competitive Program of the USDA
Cooperative State Research, Education and Extension
Service, grant number 2010 - 46100 - 21791.
Partners include: University of Massachusetts, Amherst,
Washington State University, University of Maryland
Extension, Rural Maryland Council, Maryland Rural
Health Association, University of Maryland School of
Public Health, Herschel S. Horowitz Center for Health
Literacy and 14 Rural Families Speak About Health state
research teams.
�Bonnie Braun, PhD
Faculty Scholar
Horowitz Center for Health Literacy
And
Professor and Extension Family Policy Specialist
Department of Family Science
bbraun@umd.edu
301-335-4335
�
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Title
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2012 conference materials
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ncfr-2012-materials
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
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A User-Focused Health Literacy Initiative
Creator
An entity primarily responsible for making the resource
Bonnie Braun, Elizabeth Maring, Linda Aldoory, Mili Duggal
Identifier
An unambiguous reference to the resource within a given context
user-focused-health-literacy-initiative
Date
A point or period of time associated with an event in the lifecycle of the resource
November 2012
-
https://archive.ncfr.org/files/original/7490f4550cf07feb05291277efaa97fe.pdf
35991363486ce1caf5ae14fa7961dc2d
PDF Text
Text
The Dyadic Effects of Coparenting and
Parental Stress on Relationship Quality
Jared A. Durtschi
Kristy L. Soloski
Kansas State University
�Parental Stress
• Parental Stress
– The feeling or condition experienced when a
parent perceives the demands associated with
parenting exceed the personal and social resources
available to meet those demands (Cooper, McLanahan,
Meadows, & Brooks-Gunn, 2009)
– Greater parental stress is linked with lower
relationship quality(Lavee, Sharlin, & Katz, 1996)
�Coparenting
• Coparenting
– The quality of coordination between parents
caring for their child (McHale, Kuersten-Hogan, & Rao, 2004)
– The degree to which each parent perceives the
other parent is a responsible and helpful caregiver
to the child (Feinberg, 2003)
– Problems in coparenting can lead to greater
hostility, conflict, and dissatisfaction with the
overall romantic relationship (Feinberg, 2003)
�Theory
• Ecological Model of Coparenting (Feinberg, 2003)
– Romantic relationship quality is related to perceived
parental support and stress
• Higher parental stress …. lower relationship quality
• Higher coparenting … higher relationship quality
– Higher coparenting is expected to weaken the relationship
between risk factors (e.g., parenting stress) and family
outcomes (e.g., relationship quality)
�Purpose of the Present Study
• Provide a stronger empirical foundation from
which to understand the interconnectedness
within and between romantic partners on
parental stress, coparenting, and relationship
quality across time
�Dyadic Data Analysis
• Actor Effect
• Partner Effect
• The interaction of these variables can also be
examined
– Actor interaction effect
– Partner interaction effect
• The partner-interaction effects has been referred to as
a synergistic effect (Braithwaite & Fincham, 2011; Cook
& Snyder, 2005)
�Purpose of the Present Study
• Research Questions
– Are there actor and partner main effects from
parental stress and coparenting when the child is
one year old that can predict relationship quality
of parents when the child is 3?
– Are there actor and partner interaction effects
between parental stress and coparenting when
the child is one year old that can predict mothers’
and fathers’ relationship quality during the child’s
third year?
�Method
• Fragile Families and Child Wellbeing Study
(FFCWS)
• Longitudinal study of “fragile families”
transitioning to parenthood starting in 19982000, of nearly 5,000 couples
• Follow-up interviews when child was 1, 3, 5,
and 9 years old
– We used data at Year 1 (Y1) and Year 3 (Y3)
�Method
• Participants
– Continuously married or romantically involved from
1 to 3 years postpartum
– First time parents
• N = 848 couples, 17% of original sample
• Missing data
– Full-information maximum likelihood (FIML)
�Method
• Measures at Year 1 from Mothers and Fathers
– Parental stress – 4-item scale
• Being a parent is harder than I thought it would be
• I feel trapped by my responsibilities as a parent
• I find that taking care of my child is much more work
than pleasure
• I often feel tired, worn out, or exhausted from raising a
family
– Mothers α = .57, Fathers α = .58
�Method
• Measures at Year 1 from Mothers and Fathers
– Coparenting – 5-item scale reported by both
parents
•
•
•
•
•
Acts like the parent you want for child
You can trust other parent to take good care of child
Respects schedules and rules you make for child
Supports the way you want to raise your child
Talks with you about problems with raising the child
– Mothers α = .62, Fathers α = .59
�Method
• Measures at Year 3 from Mothers and Fathers
– Relationship quality – 6-item scale
• Fair and willing to compromise when you have a
disagreement
• Listens to you when you need someone to talk to
• Expresses affection or love for you
• Insults or criticizes you or your ideas
• Encourages or helps you to do things that are important
to you
• Really understands your hurts and joys
– Mothers α = .75, Fathers α = .71
�Control Variables
• Covariates
– Race
– Education
– Physical health
– Religious attendance
– Childhood family structure (if mothers and fathers
reported living with their biological parents when
they were 15 years old)
– Household income
�Analysis Plan
• Actor-partner interdependence model
– Predictors standardized (M = 0, SD = 1)
– Interaction terms computed
– Interaction results were interpreted by evaluating
a figure looking at the high (1 SD above the mean)
and low (1 SD below the mean) values of the main
effect, moderator variable, and interaction term
– Conducted in Amos 19.0 (Arbuckle, 2011)
�����Results
• Actor Effects
– Mothers’ reports of coparenting at Year 1 significantly
predicted mothers’ relationship quality at Year 3 (β =
.44, p < .01)
– Fathers’ coparenting also predicted fathers’
relationship quality (β = .25, p < .01)
– Fathers’ parental stress predicted fathers’ relationship
quality (β = -.14, p < .01)
�Results
• Partner Effects
– Mothers’ coparenting predicted fathers’
relationship quality (β = .12, p < .01)
– Fathers’ parental stress predicted mothers’
relationship quality (β = -.06, p < .05)
�Results
• Actor-Interaction Effects
– Mothers’ perception of coparenting (Y1) significantly
moderated the relationship between mothers’
parental stress (Y1) and mothers’ relationship quality
(Y3; β = -.11, p < .01)
Mothers’
Coparenting
Y1
Mothers’
Parental Stress
Y1
Mothers’
Relationship
Quality Y3
�Results
Mothers' Relationship Quality
Mothers' Coparenting*Mothers' Stress
Predicting Mothers' Relationship Quality
16
15.5
15
14.5
14
13.5
13
12.5
12
Low Mothers'
Coparenting
Mean Mothers'
Coparenting
High Mothers'
Coparenting
Low
Mothers'
Stress
Mean
Mothers'
Stress
High
Mothers'
Stress
�Results
• Partner-Interaction Effects
– Fathers’ coparenting (Y1) moderated the
relationship between mothers’ coparenting (Y1) and
mothers’ relationship quality (Y3; β = .09, p < .05)
Fathers’
Coparenting
Y1
Mothers’
Coparenting
Y1
Mothers’
Relationship
Quality Y3
�Mothers' Relationship Quality
Mothers' Coparenting * Fathers' Coparenting
Predicting Mothers' Relationship Quality
16
15.5
15
Low Fathers'
Coparenting
14.5
14
Mean Fathers'
Coparenting
13.5
13
High Fathers'
Coparenting
12.5
12
Low
Mean
High
Mothers'
Mothers'
Mothers'
Coparenting Coparenting Coparenting
�Results
• Partner-Interaction Effects
– Fathers’ parental stress (Y1) moderated the
relationship between mothers’ stress (Y1) and
mothers’ relationship quality (Y3; β = .07, p < .05)
Fathers’
Parental Stress
Y1
Mothers’
Parental Stress
Y1
Mothers’
Relationship
Quality Y3
�Mothers' Relationship Quality
Mothers' Stress*Fathers' Stress
Predicting Mothers' Relationship Quality
15
14.9
14.8
14.7
14.6
14.5
14.4
14.3
14.2
14.1
14
Low Fathers' Stress
Mean Fathers' Stress
High Fathers' Stress
Low
Mothers'
Stress
Mean
Mothers'
Stress
High
Mothers'
Stress
�Results
• Fathers’ coparenting (Y1) moderated the
relationship between mothers’ stress (Y1) and
mothers’ relationship quality (Y3; β = .08, p <
.05).
Fathers’
Coparenting
Y1
Mothers’
Parental Stress
Y1
Mothers’
Relationship
Quality
�Results
Mothers' Relationship Quality
Fathers' Coparenting * Mothers' Stress
Predicting Mothers' Relationship Quality
14.9
14.8
14.7
Low Fathers' Coparenting
14.6
14.5
14.4
Mean Fathers'
Coparenting
14.3
High Fathers' Coparenting
14.2
Low
Mean
High
Mothers' Mothers' Mothers'
Stress
Stress
Stress
�Discussion
• In general, parental stress and coparenting
from each parent play a role in understanding
future relationship quality of first-time
parents.
• A number of specific actor effects, partner
effects, actor-interaction effects, and partnerinteraction effects were significantly related to
relationship quality two years later.
�Strengths
• A dyadic approach
• Large, diverse national sample
• Longitudinal design
�Limitations
• Causation cannot be inferred from these
findings
• Measurement not as precise as would be
desirable
• Sample may not generalize well to others who
are from more rural areas, or who are not
having their first child
�Clinical Implications
• Interventions with the purpose of decreasing
parental stress and strengthening the coparental
relationship could be beneficial to improving
couple relationships
• Couples may benefit from learning how to better
coparent as a supportive team, which may serve
as a protective factor against the negative impact
of parental stressors on relationship quality
• Couple intervention and treatment may be
optimally beneficial at the couple-level, as
opposed to an individual level
�Thank You!
�
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2012 conference materials
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ncfr-2012-materials
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Transition to Parenthood: Stress, Co-
Creator
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Jared Durtschi, Kristy Soloski
Identifier
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transition-parenthood-stress-co-parenting-and-relationship-quality
Date
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November 2012