The Role of the Facilitator in Couple Relationship Education

Abstract

While much of the Couple Relationship Education (CRE) research has focused on participant factors, unexpectedly little research has considered how characteristics of those providing the programming shape its efficacy. The current study draws upon a diverse sample of 225 couples who received CRE from community educators to examine how facilitation alliance is related to relationship outcomes for men and women and whether having a facilitator with similar demographic characteristics is related to the alliance. Results suggest that the facilitation alliance is related to some-though not all-postprogram outcomes and these effects were uniform across gender and relationship status (married vs. unmarried). Having a facilitator of the same gender was associated with a stronger alliance. Implications are discussed.

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

“…In summary, literature supports the importance of the relationship between participant and facilitator; yet, no studies have explored the RE facilitator perspective, the participant-facilitator relationship, nor group factors observed during RE intervention. Therefore, investigation of the therapeutic components of a group format inclusive of the facilitator's role is warranted, given (a) the strength of RE outcomes from a group versus individual format (Quirk et al, 2014), (b) the role that facilitator factors play in group dynamics and participant outcomes (Bradford et al, 2012;Higginbotham & Myler, 2010;Ketring et al, 2017;Owen et al, 2011Owen et al, , 2013Quirk et al, 2014), and (c) RE participant identification of perceived benefit from group factors (Randles, 2014) such as the normalization of relationship issues. Thus, the current study sought to examine relationship educator observations and perceptions for participant improvement and group dynamics.…”

“…In addition, participants’ ratings of their alliance with their RE facilitator predicted positive changes in couple communication and relationship satisfaction (Ketring et al, 2017; Owen, Rhoades, Stanley, & Markman, 2011). The RE facilitator–client alliance seems to play a role in benefits derived from RE.…”

“…Facilitator quality (e.g., facilitation ability) is a strong contributor to improvements in couple functioning (Bradford et al, 2012; Higginbotham & Myler, 2010). In addition, matching participant–facilitator gender has been shown to predict ratings of facilitator quality (Bradford et al, 2012) and alliance (Ketring et al, 2017). Other facilitator factors that significantly predict individual and couple change include education match and match in relationship status (Bradford et al, 2012).…”

Perspectivas e desafios da coordenação de um programa de educação conjugal

“…O estilo e a experiência de cada moderador é o que, muitas vezes, favorece o vínculo de confiança, pois faz a relação genuína. Tais características ganham importância ao se considerar que a capacidade do moderador de estabelecer uma aliança terapêutica é mediadora dos resultados que os casais irão obter em seu próprio relacionamento ao participar de ações de educação conjugal (Ketring et al, 2017, Owen et al, 2011, Quirk et al, 2014. Assim, ao iniciar um programa estruturado, tal como o Viver a Dois, uma das principais tarefas dos moderadores é a de conciliar a normatividade inerente a esse tipo de programa com a sua subjetividade e com a demanda do grupo de participantes, já que, inevitavelmente, cada profissional irá lançar mão dos seus recursos pessoais para se vincular ao grupo no desenvolvimento das tarefas.…”

“…Pesquisas demonstram que, quanto maior a aliança terapêutica entre moderador e participantes, melhores os resultados dos casais no que diz respeito à comunicação positiva, ao nível de comprometimento de cada membro do casal com o relacionamento e com a diminuição de interações negativas entre o casal (Ketring et al, 2017, Quirk et al, 2014. Outro estudo encontrou que a similaridade entre o nível educacional dos participantes e de, pelo menos, um dos moderadores, foi um preditor de mudanças no funcionamento individual dos participantes quanto ao manejo dos conflitos, à diminuição dos indicadores de depressão e ao aumento do sentimento de autoeficácia (Bradford, Adler-Baeder, Ketring, & Smith, 2012).…”