Relationship Educator Experiences of Couple Improvement and Group Dynamics in Relationship Education With Low-Income Couples

Abstract

Relationship education (RE) interventions improve relationship quality and distress; yet, little is known about the origins of positive gains derived from RE. Couples identified benefits from the group format of RE; however, the perspective of facilitators is neglected. Therefore, the current investigation included two focus groups (N ¼ 9) with RE facilitators from one federal RE program for low-income couples. Five themes emerged from the phenomenological analysis including (a) therapeutic factors of groups, (b) participant attributes, (c) stress, (d) insight/awareness, and (e) program attributes. Applications of RE facilitator experiences, specifically group factors observed, may inform RE facilitator training, intervention, and implementation.

The Relationship Between Social Support and Family Relationships Among Low‐Income Couples Attending Relationship Education

“…Relationship education program models inherently include social supports, and couples report the RE group alliance (Owen, Antle, & Barbee, 2013) and normalization of concerns (Randles, 2014) are important factors in creating positive change. Similarly, RE facilitators observed perceived benefits among RE participants for factors related to the group format and group dynamics (Wheeler et al, 2018). Yet, the group alliance may be more important for men than women (Quirk, Owen, Inch, France, & Bergen, 2013).…”

“…The cumulative effect of the relationship strategies taught within WOR addresses more than behavioral techniques. Engaging in meaningful discussions during the RE workshops about stress, as well as connecting with other couples and the RE staff (e.g., Owen et al, 2013; Randles, 2014; Wheeler et al, 2018), inherently influence participants’ social support.…”

“…Halpern‐Meekin’s in‐depth qualitative analysis of unmarried couples who recently had a baby highlights the daily struggles experienced by low‐income couples, the bidirectional relationship between social poverty and relationship functioning, as well as the contextual influence of social poverty on those who attend relationship education programs. The connections between RE participants observed by RE facilitators (Wheeler, Harris & Young, 2018) and reported by participants in the RE workshops (Randles, 2014), as well as the strong alliance between couples attending the same group (Owen, Antle, & Barbee, 2013), provide opportunities to bolster social supports.…”

University–church partnerships: A mechanism to enhance relationship health

“…For example, churches often offer childcare and low-cost services thereby reducing the financial barrier (Sareen et al, 2007). Churches also have the space capacity to offer programs in large group formats, which can create a sense of community and normalize participants' experiences (Wheeler, Harris, & Young, 2018). Further, therapy is often stigmatizing (Vogel, Wade, & Hackler, 2007), and couples may find the church setting to be a space of familiarity and increased comfort, in turn decreasing the burden of stigma.…”