A review of empirically supported marital enrichment programs*

Similarities and differences of two empirically based marital enrichment programs, Prevention and Relationship Enhancement Program (PREP) and Couple Communication (CC), and two spiritually based marital enrichment programs, Couples’ Temperament Workshop and Heirs Together were examined. Using published literature and observation, foundations, goals, content, and outcomes were considered. Programs contained similar goals and content, with core curriculum surrounding communication skills and conflict management. Although outcome information is unavailable upon the spiritually based programs, it is possible that these programs may be as effective as empirically based programs validated through research considering the similarities in core curriculum; however, research is needed to determine the influence of context.

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A Study of two Marital Enrichment Programs and Couples’ Quality of Life

Journal of Psychology and Theology ◽

10.1177/009164710303100309 ◽

2003 ◽

Vol 31 (3) ◽

pp. 240-252 ◽

Cited By ~ 15

Author(s):

G.A. Burchard ◽

M.A. Yarhouse ◽

M. Killian ◽

E.L. Worthington ◽

J.W Berry ◽

...

Keyword(s):

Quality Of Life ◽

Enrichment Programs ◽

Marital Enrichment

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Enriching Research on Marital Enrichment Programs

Journal of Marital and Family Therapy ◽

10.1111/j.1752-0606.1977.tb00449.x ◽

1977 ◽

Vol 3 (2) ◽

pp. 3-11 ◽

Cited By ~ 40

Author(s):

Alan S. Gurman ◽

David P. Kniskern

Keyword(s):

Enrichment Programs ◽

Marital Enrichment

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Psychosocial Risks and Management for Children and Adolescents With 22q11.2 Deletion Syndrome

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_pers-sig5-2019-0002 ◽

2019 ◽

Vol 4 (4) ◽

pp. 633-640 ◽

Cited By ~ 1

Author(s):

Canice E. Crerand ◽

Ari N. Rabkin

Keyword(s):

Cognitive Abilities ◽

Psychotic Disorders ◽

Developmental Stages ◽

Early Adulthood ◽

22Q11.2 Deletion Syndrome ◽

Deletion Syndrome ◽

22Q11.2 Deletion ◽

Psychosocial Risks ◽

Empirically Supported ◽

Specific Education

Purpose This article reviews the psychosocial risks associated with 22q11.2 deletion syndrome, a relatively common genetic condition associated with a range of physical and psychiatric problems. Risks associated with developmental stages from infancy through adolescence and early adulthood are described, including developmental, learning, and intellectual disabilities as well as psychiatric disorders including anxiety, mood, and psychotic disorders. Other risks related to coping with health problems and related treatments are also detailed for both affected individuals and their families. Conclusion The article ends with strategies for addressing psychosocial risks including provision of condition-specific education, enhancement of social support, routine assessment of cognitive abilities, regular mental health screening, and referrals for empirically supported psychiatric and psychological treatments.

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I Like Myself, I Really Do (at Least Right Now)

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000501 ◽

2020 ◽

Vol 36 (1) ◽

pp. 196-206 ◽

Cited By ~ 1

Author(s):

Almut Rudolph ◽

Michela Schröder-Abé ◽

Astrid Schütz

Keyword(s):

Construct Validity ◽

Performance Feedback ◽

Repeated Measures ◽

Temporal Stability ◽

Social Feedback ◽

Student Sample ◽

Empirically Supported ◽

Good Internal Consistency ◽

And Performance ◽

Induced Changes

Abstract. In five studies, we evaluated the psychometric properties of a revised German version of the State Self-Esteem Scale (SSES; Heatherton & Polivy, 1991 ). In Study 1, the results of a confirmatory factor analysis on the original scale revealed poor model fit and poor construct validity in a student sample that resembled those in the literature; thus, a revised 15-item version was developed (i.e., the SSES-R) and thoroughly validated. Study 2 showed a valid three-factor structure (Performance, Social, and Appearance) and good internal consistency of the SSES-R. Correlations between subscales of trait and state SE empirically supported the scale’s construct validity. Temporal stability and intrapersonal sensitivity of the scale to naturally occurring events were investigated in Study 3. Intrapersonal sensitivity of the scale to experimentally induced changes in state SE was uncovered in Study 4 via social feedback (acceptance vs. rejection) and performance feedback (positive vs. negative). In Study 5, the scale’s interpersonal sensitivity was confirmed by comparing depressed and healthy individuals. Finally, the usefulness of the SSES-R was demonstrated by assessing SE instability as calculated from repeated measures of state SE.

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The Buffering Effect of Character Strengths on Depression

European Journal of Health Psychology ◽

10.1027/2512-8442/a000036 ◽

2019 ◽

Vol 26 (3) ◽

pp. 101-109

Author(s):

Beatrice Lee ◽

Cahit Kaya ◽

Xiangli Chen ◽

Jia-Rung Wu ◽

Kanako Iwanaga ◽

...

Keyword(s):

College Students ◽

Perceived Stress ◽

Attributional Style ◽

Mental Health Problems ◽

Character Strengths ◽

Empirically Supported ◽

High School To College ◽

Transition From High School ◽

Adjustment Issues ◽

Negative Attributional Style

Abstract. The transition from high school to college can be very stressful for Turkish students because they may experience value conflicts and adjustment issues, which can trigger the development of mental health problems. Character strengths can serve as a buffer against psychopathology. The aim of the study was to examine perceived stress and negative attributional style as mediating factors between character strengths and depression among Turkish college students. Bootstrap testing approach was implemented to compute direct and indirect effects and total effect in the mediation analysis. Altogether 235 students from two Turkish universities participated in the study. The results showed that character strengths were associated with lower levels of depression and it was negatively associated with perceived stress and negative attributional style. The results also indicated that perceived stress and negative attribution style completely mediated the relationship between character strengths and depression among Turkish college students. These findings suggested the need to develop empirically supported interventions that can promote character strengths toward reducing stress, negative attributions, and depression in this population.

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