The Influence of Facilitator and Facilitation Characteristics on Participants' Ratings of Stepfamily Education

Abstract

We examine the relative importance of facilitator and facilitation characteristics on participant ratings of a stepfamily education program. Data from 48 facilitators and 598 participants suggest that quality facilitation is more meaningful to participants than whether facilitators have comparable demographic characteristics or life experiences. Hierarchical regressions identified time management effective use of personal experiences, and clear explanation of material as key facilitation skills. Popular assumptions about participant-facilitator similarity and implications for programming are discussed. EducationAs the research illustrating the benefits of couple and relationship education (CRE) accumulates (Hawkins, Blanchard, Baldwin, & Fawcett, 2008), and as government support of marriagestrengthening programs increases (Brotherson & Duncan, 2004), so too has there been a growing recognition that participant characteristics have programmatic implications (Adler-Baeder

Conceptual Framework for Marriage Education Programs for Stepfamily Couples with Considerations for Socioeconomic Context

“…It would also be useful to learn what elements of teaching techniques and program materials make the marriage education content most useful and relevant to program participants. A recent study found limited evidence that characteristics of the facilitator matter for assessments of stepcouples' satisfaction with the program (Higginbotham & Myler, 2010). Understanding more about the educator's role in enhancement of target outcomes for stepcouples would be useful.…”

Professional and Personal Experiences and Perceived Facilitator Effectiveness

“…For example, in one evaluation, the overall rating of stepfamily education was higher for classes taught by facilitators who currently lived in a stepfamily. However, there was a negative association for facilitators who grew up in a stepfamily (Higginbotham & Myler, 2010).…”

“…Several studies from this initiative have already been published (e.g., Higginbotham & Adler-Baeder, 2008;Higginbotham & Skogrand, 2010;Skogrand, Barrios-Bell, & Higginbotham, 2009). The present study builds off the article published by Higginbotham and Myler (2010) that assessed similarities between participants and facilitators and predicted overall ratings of the program. In their analyses, participants' perceptions of the facilitators' facilitation abilities were used as predictor variables.…”

“…The limited empirical literature related to facilitators of stepfamily education, published by Higginbotham and Myler (2010), points to facilitation abilities being more important than facilitator characteristics. They conclude quality facilitation is more meaningful to participants than facilitators' demographics or life experiences.…”

“…M. Allgood and B. Higginbotham of stepfamily education best practices is based on unverified speculation (Higginbotham & Myler, 2010). For example, Adler-Baeder and Higginbotham (2004) posit that facilitators who themselves are stepfamily members may be the most effective in delivering a stepfamily education class.…”