Processes of Change in Self‐Directed Couple Relationship Education

• DOI: http://doi.org/10.1111/j.1741-3729.2008.00529.x
• Published date: 01 December 2008
• Date: 01 December 2008
• Author: W. Kim Halford,Keithia L. Wilson

Processes of Change in Self-Directed Couple

Relationship Education

Keithia L. Wilson W. Kim Halford*

Abstract: The current study examined the learning processes involved in professionally supported self-directed cou-

ple relationship education (CRE). Fifty-nine couples completed Couple CARE, a systematic, self-directed CRE

program designed in flexible delivery mode to be completed at home. Couples watched a DVD introducing key

relationship ideas and skills and then completed a structured guidebook. The learning process was supported by

telephone-based coaching sessions from a professional relationship educator. Couples completed the learning tasks

associated with the programe and successfully impleme nted a wide range of relationship self-change, and most rep orted

continuing implementation of program learning at 6 months follow-up. These findings suggest that Couple CARE is

readily accessible and results in effective skill acquisition for couples.

Key Words: close relationships, marital communication, marriage enrichment, relationship education, self-regulation

in relationships.

Descriptive reviews and meta-analyses consistently

show that skill-based couple relationship education

(CRE) produces large effect size increases in couple

relationship skills and enhances maintenance of at

least some couples’ relationship satisfaction and sta-

bility (Carroll & Doherty, 2003; Halford, in press;

Holman, 2001). This pattern of findings supports the

importance and value of providing CRE programs

for couples early on in their marriage as a form of pri-

mary prevention. However, most couples choose not

to access traditional forms of CRE, and extending the

reach of CRE is a major challenge in realizing its

potential impact in preventing relationship distress

and dissolution (Larson & Halford, in press).

Couple CARE is a preventative, self-directed,

accessible CRE program that couples can complete

at home. The program also incorporates a minimal

amount of professional assistance to help couples

maintain their focus and enhance their skill devel-

opment. The aim of this study was to examine if

couples would engage with Couple CARE and

implement self-directed learning strategies to

pursue sustained and meaningful changes in their

relationships.

Rationale for Flexible Delivery CRE

Many government organizations fund CRE in an

attempt to reduce the enormous personal, social,

and economic costs of couple relationship problems

(Markman & Halford, 2005). A major limitation to

existing practice and research of CRE is that, despite

widespread promotion of education as a means to

strengthen couple relationships, only a modest pro-

portion (about one fourth) of couples access current

forms of professional CRE (Halford, O’Donnell,

Lizzio, & Wilson, 2006; Stanley, Amato, Johnson, &

Markman, 2006). Existing CRE practice can be con-

ceptualized in terms of the relative levels of self- and

professional direction involved, and various method-

ologies can be located among a continuum of ‘‘locus

of direction’’ ranging from professionally directed

programs at one pole to self-directed activities at the

other. Professionally directed CRE would comprise

*Keithia L. Wilsonis an associate professor in the School of Psychologyat Griffith University, M24 PsychologyBuilding, Mt. Gravatt Campus, Mt.Gravatt, Queensland

4111, Australia (k.l.wilson@griffith.edu.au). W. Kim Halford is a professor in the School of Psychology at Griffith University, M24Psychology Building, Mt. Gra vatt

Campus, Mt.Gravatt, Queensland 4111, Australia.

Family Relations, 57 (December 2008), 625–635. Wiley Periodicals, Inc.

Copyright 2008 by the National Council on Family Relations.

A Publication of

the National Council on

Family Relations