Communication behaviors and marital functioning among Iranian newlyweds: the effects of the prevention and relationship education program

Author(s):  
Maryam Fallahi ◽  
Reza Fallahchai ◽  
Tayebeh Abbasnejad
2012 ◽  
Vol 11 (2) ◽  
pp. 112-129 ◽  
Author(s):  
Andrew P. Daire ◽  
Steven M. Harris ◽  
Ryan G. Carlson ◽  
Matthew D. Munyon ◽  
Damon L. Rappleyea ◽  
...  

2006 ◽  
Vol 20 (3) ◽  
pp. 448-455 ◽  
Author(s):  
Donald H. Baucom ◽  
Kurt Hahlweg ◽  
David C. Atkins ◽  
Joachim Engl ◽  
Franz Thurmaier

Author(s):  
Mary S O’Halloran ◽  
Sonja Rizzolo ◽  
Marsha L. Cohen ◽  
Amy Sholler Dreier ◽  
Catherine Phillips Carrico

2006 ◽  
Vol 20 (4) ◽  
pp. 411-434 ◽  
Author(s):  
Howard J. Markman ◽  
Scott M. Stanley ◽  
Natalie H. Jenkins ◽  
Jocelyn N. Petrella ◽  
Martha E. Wadsworth

This is the best of times and the worst of times for prevention education; we have more resources than ever before but more issues. In this article we focus on how we see these issues and the trends in the field from which these issues emerge. To set the context for discussing these issues, we will provide an overview of the field of preventive education in the context of public policy issues on marriage, provide an overview of trends in prevention programs that have a cognitive-behavioral therapy (CBT) emphasis, focusing on our work with the Prevention and Relationship Education Program (PREP), and then we will identify and discuss the critical issues that we see in the prevention field. Throughout the article we will integrate theory, research, and clinical illustrations.


2019 ◽  
pp. 127-152
Author(s):  
Sarah Halpern-Meekin

This chapter describes the Family Expectations program, which is a long-running relationship education program targeted at low-income, new parents in Oklahoma City. Often women take the lead in suggesting to their male partners that they attend the program, but men are won over once they visit the well-appointed facility with its friendly staff. Couples attend because they desire a better relationship with one another both for themselves and for their children. They enjoy the relationship skills workshops, and the educators’ lessons about communication resonate with them. The program helps couples form shared expectations regarding what counts as healthy relationship dynamics. Their relationships with staff appear to be key to their enjoyment of and participation in the program.


2012 ◽  
Vol 48 (1) ◽  
pp. 82-95 ◽  
Author(s):  
Ryan G. Carlson ◽  
Andrew P. Daire ◽  
Matthew D. Munyon ◽  
Damaris Soto ◽  
Ashley Bennett ◽  
...  

2018 ◽  
Vol 22 (12) ◽  
pp. 3847-3858 ◽  
Author(s):  
Brian A. Feinstein ◽  
Emily Bettin ◽  
Gregory Swann ◽  
Kathryn Macapagal ◽  
Sarah W. Whitton ◽  
...  

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