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https://archive.ncfr.org/files/original/42fad078136aff5e8a51fb2ba38f65a3.pdf
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“New Love, New Life” – Marital Happiness and Dyadic Interactions in Remarriage
Executive Summary
Research questions: (1) How does remarriage compare to first marriage in terms of marital
happiness? (2) As couple interactions are central to marital happiness, how does remarriage compare
to first marriage with respect to frequency of positive interactions and marital conflicts?
Conceptual framework: Drawing from the life course literature on individual changes in midlife, I
hypothesize that, after the crisis of divorce, individuals will adapt and make changes accordingly,
especially in the selection of spouse and in couple interactions, to ensure marital happiness and
success in a future marriage.
Data: I used the National Longitudinal Survey of Youth 1979 (NLSY79), a nationally representative
longitudinal dataset following 12,686 youths aged 14-21 in 1979.
Outcome variables: (1) marital happiness is taken from the question: “Would you say your
relationship or marriage is very happy, fairly happy, or not too happy?” (2) Positive interactions
include telling each other about day, laughing together, and calm discussion. (3) Negative
interactions: arguments about housework, children, money, showing affection, his or her own
relatives (2 separate items), free time, religion, drinking, and other women.
Right-hand-side variables: (1) marital history: I calculated marital histories of each individual and
included an indicator of being remarried, marital duration, and an interaction of the two. (2) I also
included the presence of both biological and stepchildren in the household. (3) Standard controls.
Analysis: I first performed factor analysis to reduce the number of regressions and examine which
variables could be grouped together. I then ran longitudinal regressions, using both random- and
fixed-effects models. To investigate whether there is substantial heterogeneity in the data, I also
conducted Durbin-Wu-Hausman tests.
Results: Factor analyses show that all three items of positive interactions could be combined into a
single scale, with a reliability coefficient of 0.79. For frequency of negative interactions or marital
conflicts, arguments about housework, children, money, and showing affection formed a good scale
(α=0.71), which I called “core grievances,” as well as conflicts over his or her relatives (α=0.73),
which I called “in-law grievances.”
Results from cross-section regressions for individual years and those of random-effects models
replicate findings from previous literature: remarried women have similar levels of marital happiness
as the continuously married. Fixed-effects models, however, show that women are significantly
happier in remarriages than themselves in the first (or an earlier) marriage. Marital duration is
significantly related to lower happiness, and so is the presence of biological children at home (but
not stepchildren). Durbin-Wu-Hausman test suggests the fixed-effects models are preferred in all
regressions. Similarly, women reported more frequent positive interactions and less frequent marital
conflicts than themselves in first (or an earlier) marriage, and duration is associated with significant
reductions in both positive and negative interactions.
Conclusions: (1) In remarriages, women fared better than themselves in first marriage, in terms of
marital happiness, more positive interactions, and reduced conflicts. (2) There is rather limited
support for the incomplete institutionalization hypothesis of remarriage.
�
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"New Love, New Life" - Marital Happiness and Dyadic Interactions in Remarriage
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Muh-Chung Lin
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“Part-Time Parent”:
Divorced Mothers’ Experiences with Sharing Physical Custody
Melinda Stafford Markham, Ph.D. & Marilyn Coleman, Ed.D.*
Kansas State University
University of Missouri*
Benefits
Abstract
This study produces a grounded theory of how 20 mothers experience sharing
physical custody of their children with their former partners after divorce or
separation. The mothers identified benefits (e.g., having a break from parenting)
and challenges (e.g., missing the children) to sharing physical custody of
children. The findings of this study suggest that mothers may “redo” gender
norms around mothering following divorce and mothers find individual solutions
to “be there” even when their children are not in their custody.
Results
Part-Time Parent
When the children were at their ex-partners’ homes, the mothers described having a break from parenting.
“It almost feels like you’re a part-time parent; the responsibility is half of what it should be…It’s nice to have your freedom, I mean free time.”
One mother described her role as an on and off single parent:
“On and off meaning that I would be on at my house, and I would be off when he’d be at his dad’s house. So it would be nice to have that complete and utter break
from being a parent and having my own life…It’s kind of weird to say that you’re a part-time parent because you’re always a parent, but when you have a shared
custody arrangement, in my case anyway, I have downtime from being the ‘on’ parent, the ‘go to’ parent.”
Thirteen mothers appreciated the increase in free time.
“I have more free time than I’ve ever had in my entire life.”
Purpose and Research Questions
Purpose of this study: to explore divorced mothers’ experiences sharing
physical custody of children with a former partner.
The mothers used this time in a number of ways including exercising, catching up on sleep, spending time with friends, and spending time with new partners. Other
mothers used free time for activities that were difficult to do when the children were present (e.g., work, homework, housework).
Better Relationship with Children
Ten of the women believed that shared physical custody made them better parents and enabled them to spend more quality time with their children.
RQ1: What processes underlie the experiences of divorced or separated mothers
“When I do have the girls, I spend more time with them. I’m not folding laundry and cleaning the house and paying bills and things like that. So, the times that
they’re not there, I miss them terribly, and I wish they were here. But, on the other hand, it makes it a little bit easier to do things that I want to do with them when
they are home.”
RQ2: What social and personal factors (e.g., relationships and experiences) are
“I think I am definitely a better mother [for sharing custody]. I appreciate my time with my children so much more once I’ve been away from them a day or two.
We make the most of our time together.”
who are sharing physical custody of children with a former partner?
related to how women construct their roles as a mother who shares physical
custody of her children?
Methods
Sample
20 divorced or separated women whose children were under the age of 13
(Mean = 6.27 yrs.), and who shared physical custody with their former
partners were recruited.
The length of time the women had lived with their ex-partners ranged from 2
to 17 years (M = 6.88 years), and the amount of time they had been separated
from their ex-partners ranged from 6 months to 12 years (M = 3.01 years).
Procedure
Grounded theory procedures were used to develop an integrated set of
concepts that provide a theoretical explanation of mothers’ experiences
sharing physical custody after separation. Data collection and analysis are
integrated processes and, thus, data gathering, analysis, and theorizing were
conducted simultaneously.
Interviews lasted between 45 minutes and 2 hours and were digitally recorded.
An unstructured interview guide was used as a framework from which to
discuss sharing physical custody. Eleven mothers were interviewed more than
once in order to clarify points raised in earlier interviews and to ask questions
regarding issues that arose during data analysis. Our interpretations were also
shared with these participants in order to validate the analysis of the data.
Data Analysis
Data analysis began following the first interview and continued throughout
the remainder of the data collection process. QSR NVivo version 8.0 was used
to aid in the process of data analysis.
Data were analyzed using constant comparisons; pieces of data were
compared for similarities and differences (Corbin & Strauss, 2008). We
grouped incidents that were similar together into a category and gave it a
conceptual label. Constant comparisons were conducted to differentiate one
category from another and to identify dimensions of the categories (Corbin &
Strauss, 2008). With each addition of new data, categories were added and
modified as needed. Connections were then made between the identified
categories.
Children Able to Have Relationship with Both Parents
Thirteen of the mothers found it beneficial for their children to have both parents involved in their lives.
“I think it’s a great thing so that she doesn’t feel like she’s lost one parent. She feels like she’s very much involved in both of our lives, and if that’s the case, I
think then that’s great.”
Challenges
Miss the Children
Twelve of the mothers reported that they missed their children when they were not with them.
“I do miss not seeing him all the time and being involved in his life on a day-to-day basis.”
“I mean I miss him incredibly, and I would have him every single day if I could.”
Difficult to Let Children Go to Father’s Home
The mothers described that it can be difficult to let their children go to their fathers’ homes. When asked what is difficult about sharing physical custody, mothers
explained:
“Just the fact that I want to be selfish sometimes and not let her go.”
“Just not having her because for the first 6 years, that was my job. So that was probably the biggest adjustment.”
Single Parent
Four mothers found the part-time parent role challenging because when their children are in their custody, they are the sole person responsible for child-related tasks.
They were no longer able to rely on their partners to share the load with them.
“I think that when [my ex-husband] was there, I didn’t have to worry. You know, [my son] took a bath and one of us would always be with him. Now when [my
son] takes a bath I have to make sure that I’m the one that’s with him because I’m the only one there to be with him at that time.”
Because the mothers no longer had their partners to rely upon, they found that having custody of the children was stressful.
“I didn’t realize how much time it took to parent a child on your own…It demands a lot of your time.”
Friends and Family Do Not Like the Shared Custody Arrangement
Thirteen women reported that their friends and/or family members believed the mother should have primary custody of the children.
Most of the time, it was the mothers’ parents who were not in favor of the shared custody arrangement.
“They [my family] also didn’t feel as though [my ex-husband] should have custody of [my son]. They felt as though he belonged with his mom. So, they didn’t
really share the view of, ‘Well, just because I’m mom doesn’t mean that his bond is stronger with me.’ So, that’s kind of difficult.”
The mothers often found it hard to deal with their loved ones’ dislike of their custody arrangements.
“My parents think it would be best if she was with me Monday through Friday or with me a bulk of the time and with him less... (pause) I mean, I see their point,
but I also know she needs her dad and needs him in her life even if he’s not doing things maybe the way I think he should do them. He still needs to be in her life.
You can’t please everyone, and I end up doing what I think is best…They still put him down and say negative things, and I see this as a criticism or it sort of just
ends up hurting my feelings or making me feel as though I have failed parenting.”
Although the friends’ and family members’ disapproval was difficult for the mothers, the mothers believed it was beneficial for their children to have a continued
relationship with their father, so they chose to not let the condemnation influence them.
“My parents think I should have my kids all the time. They don’t like my ex and they don’t think he’s a good dad and they don’t like that I have to stay in [city]
because they would rather that I could go home, but I know that that’s not what’s best for the kids. My parents just don’t understand that dads are dads and they
need to be in their kid’s life.”
Individual Solutions
Contact with Child During Ex-Partner’s Time
One mother described how her children know her contact information and can
get in touch with her when they are with her ex-partner.
“They can pick up the phone and call me if something’s not right at any
time, and I tell them to do that and they’re able to do that.”
Most mothers called their children at their ex-partners’ homes at least once
during long stays.
“[My son] has his own cell phone. I can call him anytime and also speak
with his sister. If I cannot reach him on his cell, I contact his father who
lets me speak with them. I typically do not go more than 24 hours without
speaking to at least one of them. On some weekends when they are with
their dad, I will pick them up for a couple hours so that we can do
something.”
The women also remained involved in their children’s activities.
“If there’s activities, t-ball games, those sorts of things, I’ll go whether
that’s my day or not.”
Stepping In
There were times that the mothers stepped in to make sure their children were
taken care of and provided for.
One mother described what she did in order to make sure her children made it
to all of their activities.
“Before they go to his house, like during the week in the summer, I make
an itinerary of when they’re supposed to be where.”
Another mother bought breakfast food for her ex-partner’s home in order to
ensure that her children had breakfast when they were there.
“Yeah and I actually, it’s so horrible that I have to do this, but there’s times
where I will literally go to Wal-Mart and spend $60 of my own money and
buy him food and I’m like, ‘Here. Here are the toaster waffles, they are so
easy! Breakfast! You can just put them in there or here, put some bacon in
the microwave!’ I buy food so that I can know that they have breakfast
and not, you know, chips and salsa for breakfast.”
Discussion
Walzer (2008) proposed that people “redo” gender through divorce,
modifying expectations for male and female behavior. All of the women in my
study describe at least one benefit of sharing physical custody, which may be
attributable to them “redoing” gender norms around mothering. Because
societal expectations for mothers are that they be the primary caregivers for
their children, if mothers did not share custody, they would likely be
responsible for 100% of the childrearing tasks. Shared custody provides an
opportunity to redo gender and a “break” from intensive mothering.
The women see having more time to themselves as personally beneficial.
They see the involvement of both parents as beneficial to their children.
They believe that sharing custody enables them to be better parents.
The mothers continue to follow traditional expectations for mothers when it
comes to the ways in which they felt they needed to be present for their
children. Similar to the women in Garey’s (1999) study who found ways to
weave work and family realms, many of the mothers in this study have
individual solutions to “being there” even when the children are not in their
physical custody (e.g., calling children, attending children’s activities,
stepping in). Because they are involved in activities when they do not have
custody of their children, outsiders may not realize they do not have full
custody. They are able to outwardly meet society’s expectations by having
maternal visibility.
Theoretical Propositions
Based on the findings of this study, 3 theoretical propositions can be made:
Mothers generally perceive benefits from shared physical custody
arrangements. The primary benefit is added free time because of their
status as a part-time parent.
Mothers may “redo” gender norms around mothering following divorce.
Mothers find individual solutions to “be there” even when their children
are not in their custody.
�
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"Part-Time Parent": Divorced Mothers' Experiences With Sharing Physical Custody
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Melinda Stafford Markham, Marilyn Coleman
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part-time-parent-divorced-mothers-experiences-sharing-physical-cust
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November 2011
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0c66150458f0ed08af9e7c96f12df659
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“Relationship Smart” Youth: A Statewide Study of Relationship Education for High School Students
Jennifer Kerpelman, Ph.D.
Auburn University
kerpejl@auburn.edu
Prevention rationale for focusing on the developmental period of adolescence, especially in terms of preventing
known health risks (intimate partner violence, high risk or unhealthy sexual behaviors, pregnancy, depression)
Adolescence is a time when preparation for adult roles increases. Much of this preparation is through the life
experiences that help increase readiness for greater responsibilities, higher demands for critical decision making, and
overall increased independence. One area in which many adolescents need support and guidance is that of navigating
romantic relationships. Youth may not have a clear understanding of what healthy romantic relationships are like, and
even if they do see positive adult models, they may not know what healthy romantic relationships are like for people
their age. However, experiences in dating relationships matter for adolescents’ current well-being and affect their
adjustment over time.
Although romantic relationship experiences during adolescence are normative and part of healthy development, they
also can introduce unhealthy risk-taking behaviors and experiences that are associated with a host of negative
consequences for adolescents and their families. In particular, engaging in romantic relationships increases the
potential for adolescents to become sexually active. Sexual activity increases adolescents’ risks of unintended teen
pregnancy, contraction of sexually transmitted infections, and experiencing negative emotional consequences such as
anxiety, depression and suicidal ideation. Romantic relationships also increase the likelihood of experiencing jealousy,
possessiveness and relationship violence. Relationship violence can take the form of physical, psychological, or sexual
aggression. Many adolescents may confuse jealousy with love or believe that controlling behaviors indicate caring.
HCHCTY 5-year federally funded study that evaluated the implementation of Relationships Smarts Plus with high
school students in public schools across Alabama (Jennifer Kerpelman, PI; Francesca Adler-Baeder and Joe Pittman, Co-PIs,
Department of Human Development and Family Studies, Auburn University)
Between 2005 and 2011, we collected and analyzed data from 8318 youth (5058 receiving the relationship education
intervention and 3260 serving in the control condition) in four cohorts of high school students across the state of
Alabama. The youth completed up to four surveys (pre-test, post-test, one year follow up, two year follow up).
Adolescents receiving programming ranged in levels of privilege and need; many of the youth attending Alabama public
high schools face multiple obstacles including troubled family relationships, challenges performing academically, pressure
from peers to engage in delinquent activity, and lack of material resources. Providing relationship education to students
attending public schools permitted us to reach a broad range of youth, many of whom lacked role models or had negative
role models for healthy relationships.
Design:
Pool of FCS/Health teachers willing to participate
Random assignment to intervention or control groups
2-day orientation for teachers
Lessons implemented by the teachers during the course of the semester
4 cohorts over 5 years: pre, post, and one and two-year follow-up surveys
Dosage sheets completed by teachers after each lesson
Ongoing support for teachers
End of program teacher interviews
End of program student focus groups
Paper presented as part of a symposium, What's New in Relationship Education for Teens and Young Adults? Health Risk
th
Prevention,” at the 74 Annual NCFR Conference, November 2012, Phoenix, AZ.
�Key Findings: Our evaluation of the effectiveness of the relationship education curriculum, Relationship Smarts Plus
(Pearson, 2007), indicated that participating youth:
Our evaluation of the effectiveness of the relationship education curriculum,
Relationship Smarts Plus (Pearson, 2007), indicated that participating youth:
Decreased engagement in verbal aggression with dating partners.
(Adler-Baeder et 1 2007)
.,
Increased their realistic (and decreased their faulty) relationship beliefs.
Adler-Baeder et al., 2007;
Kerpelman et a l., 2008; 2009;
2010
Enhanced their relationship knowledge .
Adler-Baeder et al., 2007;
Kerpelman et a l., 2008; Pittman
& Kerpelman, in preparation
Improved their conflict management skills.
Kerpelman et a l., 2008; 2009;
2010
With less status socially showed the greatest gains
Kerpelman et a l., 2010)
Strengthened their belief that aggression toward a dating partner is not
acceptable, which in turn was associated with less use physical aggression in
dating relationships over time.
Pittman & Kerpelman, in
preparation
Adler-Baeder, F., Kerpelman, J. L., Schramm, D. G., Higgenbotham, B., & Paulk, A. (2007). The impact of relationship
education on adolescents of diverse backgrounds. Family Relations, 56, 291-303. Comparing the intervention and
control groups: (a) on ly the intervention group showed a decrease in verbal aggression from pre- to post-test; (b) only
the intervention group showed more realistic relationship beliefs than the control group at post-test; the groups did not
differ at pre-test.
Kerpelman, J. L., Pittman, J. F., & Adler-Baeder, F. (2008). Identity as a moderator of intervention-related change:
Identity style and adolescents' responses to relationships education. Identity, 8, 151-171. Regard less of the identity
style an adolescent used most, there was an overall increase in perceived relationship knowledge from pre to post
program. Greater reductions in faulty relationship beliefs (love is enough, one and only, cohabitation is good for
marriage) were seen for adolescents strongly using an informationa l identity style (one that is open to thinking about
diverse types of information about one's identity). Improvement in perceived conflict management skills was most
notable for adolescents with weak use of the informationa l style; weak use of the diffuse/ avoidant style (one avoids
thinking about identity-relevant information) and with strong use of the normative identit y style (one that relies on the
views of respected others and social norms).
Kerpelman, J. L., Pittman, J. F., Adler-Baeder, F., Eryigit, S., & Paulk, A. L. (2009). Evaluation of a statewide youthfocused relationships education curriculum. Journal of Adolescence, 32, 13S9-1370. Fault y relationship belief leve ls
were similar for the intervention and control groups at pre-test. At post-test and the one-year fo llow up, the
intervention group showed a decrease in fau lty relationship beliefs and was lower than the control group. However at
two years post program, the effect of the intervention had faded or the control group caught up to where the
intervention group was in regard to a faulty relationship belief. Both intervention and control groups showed some
improvement in perceived conflict management skills over time, with slightly more gain for the intervention group.
Paper presented as part of a symposium, What 's New in Relat ionship Educat ion fo r Teens and Young Adults? Health Risk
Prevent ion," at the 74th Annual NCFR Conference, November 2012, Phoenix, AZ.
�Kerpelman, J. L., Pittman, J. F., Adler-Baeder, F., Stringer, K. J., Eryigit, S., Cadely, H. S., Harrell- Levy, M. (2010). What
adolescents bring to and learn from relationships education classes: Does social address matter? Journal of Couple
and Relationship Therapy. 9, 95-112. For both the faulty relationship belief and conflict management, the intervention
group showed more improvement from pre to post program compared to the control group. Social address (SES, racial
status, parental education, family structure) mattered little for changes in faculty relationship beliefs, but mattered
substantially in conflict management skill. While there were improvements, on average, across the intervention group,
adolescents with less status socially were the ones who evidenced the greatest gains.
Pittman,J. F., & Kerpelman, J. L. (in preparation): Structural equation modeling using Mplus (Muthèn & Muthèn, 2009)
was employed to conduct a cross-lagged analysis of the associations among knowledge gained from the curriculum,
disapproval of aggression, and use of physical aggression; the model fit the data well (see Figure 1). Results indicated
that:
1. At post-test, perceived Knowledge Level and Perceived Knowledge Gain higher scores on disapproval of
aggression in relationships less use of aggression toward partner (concurrent associations)
2. Actual Knowledge 1 and 2 year post program higher scores on disapproval of aggression in relationships
less use of aggression toward partner (concurrent associations).
3. 1 year post program disapproval of aggression in relationships less use of aggression toward partner 2 years
post program (longitudinal associations).
Figure 1 shows the associations over a two year period linking relationship knowledge with attitudes that aggression is
not acceptable, and use of physical aggression in dating relationships.
Paper presented as part of a symposium, What's New in Relationship Education for Teens and Young Adults? Health Risk
th
Prevention,” at the 74 Annual NCFR Conference, November 2012, Phoenix, AZ.
�Implications for Practice
Relationship education offers adolescents opportunit ies to learn and practice specifi c skills to (a) maintain good
communication with a relationship partner, (b) w ork through disagreements w ith a partner in a productive w ay, and (c)
build re spect, intimacy and trust w ithin a romantic relationship. Through gaining know ledge and skills, adolescents
increase the protective factors that reduce the likelihood that they w ill engage in sexual behaviors that puts their
physical health and emotiona l w ell-being at ri sk. You th-focused relationship education can dram atically increase
adolescents' capacities to avoid unhealthy risk-taking and to get help sooner if they find themselves in a physically or
emotionally compromising relationship. Importantly, relationship education can: (1) Offer adolescents ways to avoid or
get help for dating violence. Often adolescents may not realize they are in a dating vio lence situation, especially if the
situation involves primarily psychological and emotiona l abuse. They may confuse love w ith possessiveness and jealousy
and not understand the negative consequences that controlling behavior can have on their ow n and their partner's w ellbeing. Relationship education can help adolescents recognize " red f lags" indicating an unhealthy and possibly abusive
relationship. They also can be provided w ith the skills they need to address an unhealthy/abusive relationship situation
they or a friend may be experiencing. (2) Provide a broad range of reasons why sexuality should not be disconnected
from relationships. When sexualit y information is presented in a vacuum to adolescents, sexuality is disconnected from
the relationships in w hich most sexual experiences occur. This leaves adolescents w ith many questions about w hat
healthy sexuality really is. Through re lationship education, adolescents can be helped to understand that healthy sexual
activity w ith a partner best occurs w ithin a committed, loving relationship. Reasons w hy it is important to establish a
strong relationship foundation prior to engaging in sexual activit y can be presented and discussed.
Collectively across our analyses and our findings, the overa ll re sult s of the proj ect indicate that key components of any
effective relationship education program for youth must incl ude: A good curriculum (research-/ evidence-based and
engaging for adolescents), preparation of facilitators (well-trained on the curriculum and how to w ork w ith youth),
effective implementation (good rapport betw een facilitators and youth; clear presentation of concepts; high youth
participation), consideration of context (school/communit y - resources and obstacles), and importantly, assessment and
inclusion of w hat youth bring (needs, past experiences, goals, other unique qualities) to the relationship education
program (see Figure 2).
Figure 2: Key Elements of Effect ive
Youth Focused Relationship Educat ion
Where Do We Go From Here?
1. Relationship education as part of teen pregnancy and dating violence prevention
2.
Educating peers to support and enlighten each other
3.
Educating and involving parents and other trusted adults
4.
Social media
Paper presented as part of a symposium, What's New in Relationship Education fo r Teens and Young Adults? Health Risk
Prevent ion," at the 74th Annual NCFR Conference, November 2012, Phoenix, AZ.
�
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"Relationship Smart" Youth: A Statewide Study of Relationship Education for High School Students - handout
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Jennifer L. Kerpelman
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relationship-smart-youth-statewide-study-relationship-education-hig
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https://archive.ncfr.org/files/original/b85d96b095a99e05d01055de66102fb0.pdf
062707cb57518f734de39a9fae72c76c
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A Statewide Study of Relationship
Education for High School Students
.
-.
AUBURN
UNIVERS IT Y
Paper presented as part of a symposium, "What's New in Relationship Education for Teens and Young
Adults? Health Risk Prevention," at the 74thAnnual NCFR Conference, November 2012, Phoenix, AZ.
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Adolescents
Reducing/Preventing:
* Intimate partner violence
*Risky sexual behaviors
* Ineffective coping
Promoting relationship competence
�,
Targeting Youth (HCHCTY)
HCHCTY: 5-year federally funded stuay that evaluated the
implementation of Relationships Smarts Plus {RS+) with high
school students in public schools across Alabama (Jennifer Kerp elman, PI;
Francesca Adler-Baeder and Joe Pittman, Co-Pis, Department of Human Development a nd Family Studies, Auburn University).
Design:
*
*
*
*
*
*
*
*
*
Pool of FCS/Health teachers willing to participate
Random assignment to intervention or control groups
2-day orientation for teachers
Lessons implemented by the teachers during the course of the semester
4 cohorts over 5 years: pre, post and one- and two-year follow-up surveys
Dosage sheets completed by teachers after each lesson
Ongoing support for teachers
End of program teacher interviews
End of program student focus groups
�Decreased engagement in verbal aggression with dating partners.
(Adler-Baeder et 1., 2007)
Increased their realistic (and decreased their faulty) relationship beliefs.
Adler-Baeder et at., 2007;
Kerpelman et at., 2008;
2009; 2010
Enhanced their relationship knowledge •
Improved their conflict management skills.
Adler-Baeder et at., 2007;
Kerpelman et at., 2008;
Pittman & Kerpelman, in
preparation
Kerpelman et at., 2008;
2009; 2010
With less status socially showed the greatest gains
Kerpelman et at., 2010)
Strengthened their belief that aggression toward a dating partner is not acceptable,
which in turn was associated with less use physical aggression in dating relationships
over time.
Pittman & Kerpelman, in
preparation
�* Relationship Education offers knowledge and skills
that help youth:
*
maintain good communication with a relationship
partner.
*
work through disagreements with a partner in a
productive way.
*
build respect, intimacy and trust within a romantic
relationship.
�Relationship Education can:
* Offer adolescents ways to avoid or get help for dating
*
violence.
Provide a broad range of reasons why sexuality should
not be disconnected from relationships.
�Relationship Education
Consider the
Context
�Relationship
Educating and
education as part
involving
of teen
Educating
parents and
pregnancy and
peers to
other trusted
Social
dating violence
support and
adults
media
prevention
enlighten
each other
�our co
Pis for Healthy Couples, Healthy Children -Targeting Youth (HCHCTY): Jennifer
Kerpelman, Francesca Adler-Baeder, Joe Pittman
Funders: U.S. Dept. of Health and Human Services/Administration for Children and
Families-Office of Planning, Research and Evaluation; Alabama Children's Trust Fund
HCHCTY Graduate Student Assistants: Sarah Swart, Amber Paulk, Sun a Eryigit, Janet
Soto, Kate Stringer, Hans Saint-Eioi Cadely, Marinda Harrell-Levy, Felicia Tuggle.
Over 50 undergraduate research assistants across the years of the study.
Over 150 high school teachers across the state of Alabama during the course of the
project.
Connecting projects: Alabama Community Healthy Marriage Initiative; Alabama Healthy
Marriage and Relationship Education Initiative.
�
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2012 conference materials
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"Relationship Smart" Youth: A Statewide Study of Relationship Education for High School Students
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Jennifer L. Kerpelman
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relationship-smart-youth-statewide-study-relationship-education-h-0
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November 2012
-
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TCRM paper archive
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Early stage scholarly work presented at the Theory Construction and Research Methodology workshop
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tcrm-archive
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<a href="https://learning.ncfr.org/pluginfile.php/1805/mod_folder/content/0/tcrm_2009_kamp_dush.pdf?forcedownload=1" target="_blank">https://learning.ncfr.org/pluginfile.php/1805/mod_folder/content/0/tcrm_2009_kamp_dush.pdf?forcedownload=1</a>
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"Sliding" Out? The Process and Measurement of Cohabitation Versus Marital Dissolution
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<p>This document is available in the <a href="https://learning.ncfr.org/mod/folder/view.php?id=1051" target="_blank">NCFR Learning Center</a>, listed as the file named <i>tcrm_2009_kamp_dush.pdf</i>. </p><p>Please note that this resource is available only to active NCFR members, and you must log in to access it.</p>
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Kamp Dush, C.M.
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2009
-
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<a href="https://learning.ncfr.org/pluginfile.php/1805/mod_folder/content/0/tcrm_2009_johnson_koberstein_weaver.pdf?forcedownload=1" target="_blank">https://learning.ncfr.org/pluginfile.php/1805/mod_folder/content/0/tcrm_2009_johnson_koberstein_weaver.pdf?forcedownload=1</a>
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"The Medium is the Message": The Influence of the Communication Mode on Message Meanings and their Implications for Family Relationships
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Johnson, S.K., Koberstein, N.F. & Weaver, S.E.
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2009
-
https://archive.ncfr.org/files/original/4873ee49f737a9344ffd38ad774aac7f.pdf
37a55d0247df28d0af7504fb7a6c58ce
PDF Text
Text
“This is America”: Narratives of
parenting experiences by African
Immigrants from Cameroon, Kenya
and Somalia living in the USA.
Presenters: Dorothy Rombo, Jane Rose
Njue & Anne Lutomia
@ NCFR 77th annual conference, Baltimore, MD.
November 21
�Background
• Impact of Baumrind’s theory on
understanding parenting a diverse group of
African immigrants
• Limitations of Baumrind’s theory
– Ochoka & Janzen (2008)-simplistic
– Kucznski & Lollis, (2008) reciprocal
– Bigner (2009)-complex
�The African Immigrants Profile
• Economic and socially diverse, yet they
represent a fairly economically well off (ish)
Africans
�Parenting in Africa
• Autonomous school system
– Law bans physical punishment
• Parents have a right to parent as they choose
• Laws related to parenting rarely enforced
�Purpose
• The purpose of the study was to explore
African immigrants perceptions of their
parenting in the host country
�Review of Related Literature
• Factors influencing African immigrant parents:
– Adjustment vs. loss of control
• Policy
• The immigrant child
�Method
• Data collection
• Data analysis
– Thematic content analysis
�Results
•
•
•
•
•
•
•
•
•
8 themes
Parents perception of their children
The meaning of parenting in the USA
Interaction with laws/policies
Challenges
Losses
What America provides that is good
Respect
Adjustments
�Perception of their children
• It’s really difficult because I’m living in two
different cultures. My child is kind of both—
they are a child of a different culture. There is
a way of doing things in America and then
there is a pressure of making our child do
things a certain way…there’s bound to be
conflict. There is such a difference between
what they do with friends and then back at
home. That is when there is conflict with dad
and mom—Cameroon
�The meaning of parenting in the USA
• Parents had the same goals like they did in
Africa, but learned to change their styles of
parenting:
• In Africa you could discipline a child by
spanking, but here you cannot and that means
you have to found out other ways of
disciplining. I frequently feel that the children
do not want to obey, but I have to find a way
to make sure they obey. Cameroon
�The meaning of parenting in the USA
• I’ve had to change the way I’ve parented them. I feel my
kids would also explain this in a different way. I just want to
be able to understand where he is coming from, but initially
I was scared he wasn’t going to listen to anything I had to
say. I thought he’d maybe get into bad company, but so far
that hasn’t happened. Over time, we’ve come to an
understanding. It’s hard work though. I’ve come a long way
with my son and it’s so different than how it would’ve been
in Africa. My son is constantly saying, “This is America
mom!” When my kids fight, I feel like it’s different than if
they were in Africa. (Inaudible) That is another thing I had
struggled with…it’s different because he turns to his cousin
often to talk. I always let him know I can talk to him too.
Kenya
�Perception on interaction with
law/policies
• It really does fall on to our responsibility—we
have to be in charge without getting in trouble
with the law. We have to be familiar with the
law and understand everything and stop it. We
don’t want to blame anyone or get in trouble.
You have to learn from your mistakes…really
have to learn from them. You need to pay
attention and watching what’s being said on
the television. Cameroon-Child protection
employee
�The good about parenting in the USA
• This is our first child and she is only 5 months old,
but I can tell that even though I did not
experience parenting in Africa, from what I saw, I
have been more involved as a father that I would
have been if we were in Africa. Right from before
birth, I went to clinics and was there in the
delivery room. After the baby was born, I took
time off so that I could help my wife to rest and
recover. She took a 3 and Half month maternity
leave. I take the child to clinic on my own, I can
feed the child. In fact there is nothing I cannot do
for the baby.-Cameroon
�Adjustments
• We have the opportunity to be great parents
to our children—we still can teach them the
mistakes we have made. The issues that come
up are “Mom, why are you always checking up
on me?” There is a level of trust that needs to
occur—but I think we are a society that is
moving into the direction of overprotecting
our children
�Losses
• Loss of assistance from family members,
househelp, wealth, knowledge and authority over
children:
“ So, we’re expected to know everything, but we
can’t. When I was asked one time if I had told my
child they needed to do their homework, I said I did
that, but I felt like the school wasn’t listening. That
would never happen in Africa where the school
would take the kid’s word over the parents”
Cameroon
�Discussion
• Mixed perception of experience
– Both loss of control and adjustments
• “…here I was being faced with an American
school problem and I only had African
solutions”
�References
• References
Abdulle, E. & Irish, G. (2007). Effective teaching strategies
for Somali learners. Minnesota Literacy Council.
• Amayo, F.A. (2009). Dimensions of Challenging Parenting
Practices: Nigerian Immigrants in the United States. The
Journal of Pan African Studies, (3), 2, 83-101.
• Baumrind, D. (1971). Current pattems of parental authority.
Developmental Psychology Monographs, 1, 1-103.
Bigner, J. J. (2009) .8th edition Parent child relations: An
introduction to parenting New York: Macmillan College
Publishing Company.
�
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"This is America": Narratives of parenting experiences African immigrants from Cameroon, Kenya and Somalia
Creator
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Dorothy Rombo, Jane Rose Njue and Anne Lutomia
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america-narratives-parenting-experiences-african-immigrants-cameroo
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November 2014
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https://archive.ncfr.org/files/original/dc0346118dc244654858438cc8326354.pdf
2175be2433b6eb674b331ddc5bfd0274
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Text
"We are NCFR": The Movie
Posted by Charles Cheesebrough | February 02, 2011
NCFR is about networking, research, professional development, and most of all, about families. That's
what members tell us in this 60second video.
This video is the National Council on Family Relations entry into the TechSoup Digital Storytelling Event
2011. The challenge was to create a digital story (60 seconds or less video) that conveys our
organization's mission and work in a compelling and creative way. Many thanks to Peg Lindlof and
Laura Wilkerson for producing this video.
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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NCFR community blog
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<p>Insights and musings on all things related to family science. We hope you'll join the conversation.</p>
<p><em>The views expressed in this blog may not represent the views of the entire NCFR organization.</em></p>
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https://archive.ncfr.org/files/original/24f97ae957cbfb2b99d1d945cdd781d7.pdf
1bf557e5fa5408bdbd1d9a1a7202a9da
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“We Can’t Afford Infertility Treatment!”
Constance H. Shapiro, MSW, Ph. D.
University of Illinois: Champaign‐Urbana
�Introducing the Topic of Money
This may be difficult as we have
been socialized to avoid topics
such as income.
However, money issues may be
intertwined with aspects of
infertility, so therapists should find
sensitive ways of probing.
Once the therapist articulates an
issue as potentially expectable,
clients feel less stigma will be
attached to elaborating on the
issue.
�Understanding the Impact of Economic
Strains On Infertility Options
It is relevant to ask what they are unable to afford in their efforts
to become pregnant. Diagnosis and treatment are costly, even
more so without insurance.
A user‐friendly resource for clients is RESOLVE, the national
infertility association.
Many local Planned Parenthoods can perform certain diagnostic
tests for much less than a local physician.
It is far less costly to have the male partner see a urologist for a
physical examination and a semen analysis than it is for the female
to begin a more exhaustive workup by her gynecologist.
�Understanding the Impact of Economic
Strains On Infertility Options
When females begin an infertility workup, they should be
encouraged to have a discussion with the billing clerk in their
doctor’s office.
At some point the question
must be raised about
seeking a higher level of
care.
�Advocating On Behalf of Your Clients
Encourage clients to do some research on infertility
clinics within driving distance of their homes.
Inquire whether the clinic could provide a sliding
fee scale for services.
�Encouraging Clients to Move Efficiently
Through Diagnosis and Treatment
Provide any local test results associated with their
infertility investigation.
Fill out completely all written materials requested
by the clinic.
Aim to be as efficient as possible in pursuing
treatment.
The couple will feel quite vulnerable, especially if
financial gifts come with “strings attached.”
�Raising Other Options for Parenthood
Clients deserve to become
more fully familiar with the
realities of adoption.
Clients may want to pursue
relationships in a local group of
adoptive parents.
Clients may receive subsidies to
cover the costs of care for
adopting a special needs child.
There also needs to be
sensitivity for the grieving that
clients may need to do as they
give up one parenthood fantasy
before being ready to pursue
another.
�Consider Child Free Living Rather than
Parenthood
As couples face the realities of their financial or medical
circumstances, they may decide to consider a child free life.
Only by gently probing the way in which the decision was made
will the therapist learn whether they need time and
encouragement to grieve the loss of parenthood before being
emotionally ready to invest in a non‐parenting lifestyle.
�
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"We Can't Afford Infertility Treatment!" Challenges in Family Therapy
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Constance H. Shapiro
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we-cant-afford-infertility-treatment-challenges-family-therapy
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November 2011
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https://archive.ncfr.org/files/original/09a719a30c16f12327d5148236e09adf.pdf
7e54513a6c255000194c10c3f4786b3e
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Text
“What do you
have to offer
me?”: A
Relationship
Building Activity
for Demonstrating
Social Exchange
Theory
Raeann R. Hamon, Ph.D.,
CFLE
Katherine S. Bull, B.A.
Messiah College
�Background
Social
exchange theory
Humans are motivated by self interest.
Humans make choices that maximize profit
and minimize costs.
Humans select relationships which offer
them the most profit.
“What
do you have to offer me?” Activity
�Preparation
Create 7 different piles of cards, using a different color
for each category of cards– 1 characteristic per card
Personality (modest, overly confident, rude, outgoing,
charitable, driven, aggressive, introverted, deceptive,
egocentric, unreliable, argumentative, materialistic,
legalistic, dominating, absentminded, sarcastic, stubborn)
Physical/Appearance (crooked teeth, gray hair,
underweight, periodically undergoes plastic surgery,
athletic, stooped, unkempt dresser, thinning hair, Mohawk
haircut, 50 lbs. overweight, dark complexion, tattoos)
Family History (cut-off from family-of-origin, raised by
grandparents, parents expect you to care for mentally
disabled sibling, adopted, verbally abusive father, one of
triplets, never married, divorced with three children, was in
foster care when young, oldest child, grew up in missionary
family in Zambia)
�Preparation
Create 7 different piles of cards, using a different
color for each category of cards (contd.)
Health (animal dander allergy, color blind, bladder
control issues, heavy smoker, HIV positive, infertile,
perfect vision, alcoholic, insomnia, family history of
diabetes, genital warts, rarely gets sick)
Occupation (pastor/rabbi, truck driver, secretary,
gynecologist, butcher, movie star, housekeeper,
teacher, chronically unemployed, police officer,
professional gambler, dentist, artist, Wall Street broker)
World View/Ideology (atheist, politically conservative,
devout Muslim, pro-choice, pro-life, devout Jew, Amish,
communist, feminist, pro-death penalty, member of KKK,
holds anti-Semitic views, member of National Rifle
Association, endorses traditional gender roles)
�Preparation
Create 7 different piles of cards, using a
different color for each category of cards
Resources/Finances ($90,000 college debt,
extremely frugal with money, “maxes out” credit
cards, owns a small company, does not care
about money and “things,” $5,000 in savings,
$150,000 trust fund from generous uncle, owes
money to lots of people, owns/drives beat up
Chevy, tithes faithfully, supported financially by
parents, low credit rating, generously
contributes to worthy causes)
�Procedure
Place 7 piles of color-coded characteristic cards on
table in front of room.
Ask students to get in a single line and select one
card from each pile.
Instruct students to mill around the room (examining
others’ characteristic cards) and “find” someone
with whom they would like to be in a relationship.
Once they have found someone willing to be in a
relationship with them, based on their characteristic
cards, they should sit down with their partner.
Provide reflection questions and ask students to write
responses to each.
Lead class discussion on reflection questions.
�Reflection
What
characteristics did you select? List
all 7 of them.
How did you select the characteristics
from each pile (e.g. Did you select the
characteristic card from the top of the
pile?, Did you sort through the pile for one
that you wanted?, etc.)? What were you
thinking and feeling as you selected each
card?
�Reflection
Were you in any way concerned about the
characteristics you selected? If so, in what
ways? Why were you concerned?
How does it feel to be “dealt a hand” and
how does this parallel real life?
How did the characteristics you selected
affect your approach to finding a person with
whom to be in a relationship? What strategy
did you use to try to find someone?
�Reflection
How did the characteristics of your partner
affect your choice? Which were rewarding
and which were costly?
Were there some people who were more
“attractive”/appealing to a larger number of
people? Why or why not? What rewards did
they have to offer a partner?
How did your values come into play in this
activity? Which personal values became
important to you?
�Reflection
Describe the exchange that you were able to
negotiate using the concepts of comparison
level and comparison level of alternatives
(see Smith & Hamon, pp. 253-254).
Using your text, what concepts and
assumptions did this activity demonstrate
about social exchange?
What did this exercise reveal to you about
yourself?
�SoTL
IRB
proposal
Social Exchange Theory Knowledge Pretest/Post-test
Written reflection questions
Write and submit article on outcomes
�
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2015 conference materials
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ncfr-2015-materials
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"What do you have to offer me?": A Relationship Building Activity for Demonstrating Social Exchange Theory
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Raeann R. Hamon, Katherine S. Bull
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what-do-you-have-offer-me-relationship-building-activity-demonstrat
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November 2015