Open AccessEffects of individual-oriented relationship education for parents: A randomized controlled trial.
Author(s) -
Ryan G. Carlson,
Dalena Dillman Taylor,
Sejal M. Barden,
Jenn Olejarczyk,
Geneé Glascoe
Publication year - 2021
Publication title -
journal of family psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.138
H-Index - 120
eISSN - 1939-1293
pISSN - 0893-3200
DOI - 10.1037/fam0000852
Subject(s) - psycinfo , relationship education , randomized controlled trial , psychology , developmental psychology , curriculum , flexibility (engineering) , intervention (counseling) , random assignment , parent education , clinical psychology , medline , medicine , psychiatry , pedagogy , statistics , surgery , mathematics , pathology , political science , law
Individual-oriented relationship education aims to support healthy relationship development for singles, and provides flexibility for couples when only one member is available or willing to attend. While quasi-experimental studies have shown some benefits for those who attended relationship education individually, no randomized controlled trials have been conducted for individual-oriented RE. Moreover, it is not clear how relationship education benefits the co-parenting relationship when only one parent attends. Thus, this paper presents the results of a randomized controlled trial, with a wait-list control group, for a sub-sample of parents (N = 322) who participated in a 6-month trial of individual-oriented relationship education utilizing Prevention and Relationship Education Program's (PREP) Within My Reach (WMR) curriculum. Results indicated statistically significant, small, positive intervention effects on parent-child relationships 3 months after random assignment. However, no other treatment effects were detected for parents. We also found no statistically significant differences in the rate of change over the 6-month study period between treatment and wait-list control parents. There was a statistically significant effect for time, indicating that all enrolled parents in the study reported significant positive growth on emotion regulation, positive encouragement, parent-child relationships, and parental adjustment. We discuss implications for relationship education programming, as well as evaluating outcomes in future studies. (PsycInfo Database Record (c) 2021 APA, all rights reserved).