Submitted by: Heidi Liss Radunovich, PhD, Assistant Professor of Human Development

PDF Version

Halford, W.K., O’Donnell, C., Lizzio, A., & Wilson, K.L. (2006). Do couples at high risk of relationship problems attend premarriage education? [Electronic version] Journal of Family Psychology, 20, 160-163.

Introduction

Although studies suggest that most couples benefit from premarital education, the research literature suggests that couples who are at risk for marital problems are the ones who benefit most from premarital education. However, are those who are at higher risk for marital problems likely to obtain premarital education? This study examined whether factors associated with higher risk for divorce had an impact on whether or not couples obtained premarital education.

Methodology

This study was conducted in Australia. In order to recruit participants, all newly married couples within an Australian state were contacted 6 weeks after marriage if they were married within 3 randomly selected months over the course of about a year and a half. A total of 6,656 couples were married during that time frame, and were contacted regarding the study. Of those couples, only 447 couples volunteered to participate in the study.

A total of 384 couples completed all study procedures. Income and education of this sample were slightly higher than for the general population of Australia, but slightly lower than would be expected for a United States population. Participants completed a battery of measures that asked about demographic information, whether or not any type of premarital education was received, and specific measures of relationship adjustment and aggression.

Main Ideas

The two variables that consistently predicted attendance at marriage education were religious service attendance and not living together prior to marriage. Living together before marriage has been associated with poorer marital outcome, and religious attendance has been associated with better marital outcome. Level of education, age, history of parental divorce, having a prior marriage, aggression in the relationship, and stability of the relationship did not predict attendance at premarital education. Overall, the data suggests that those couples with higher risk factors for divorce were less likely to attend premarital education than those with lower risk factors. It is important to keep in mind that this study was conducted in a different country ( Australia), and that those couples who volunteered to participate in this study (only about 6% of the total number eligible) might be somewhat different from the general population. However, it is notable that, similar to the US, Australia does not provide free, easy access to premarital education. Therefore, it is understandable that many of those who received premarital education likely did so through their religious institution, and may have been required to do so in order to get married by their religious institution. Interestingly, the researchers did not comment on the types of premarital education used, nor do they describe the length or type of education available.

Implications for Extension Programs

The State of Florida provides an incentive for premarital education by providing a discount in the cost of the marriage license to those Florida couples who receive premarital education. However, this does not mean that premarital education is widely available at a low cost. Cooperative Extension within the state of Florida provides the Before You Tie the Knot premarital education program at low or no cost, but this program is only available in a few select counties. Furthermore, it is unclear whether those most at risk would participate in such a program, even when offered at free or reduced cost. Although it would be helpful to increase the availability of the Before You Tie the Knot program to other counties, perhaps efforts should be made to increase the availability of the program information via multiple formats (in person, virtual, self-taught via written materials or video) so that those who can’t easily attend a premarital program in person, or who would feel uncomfortable doing so, could receive premarital education through alternative methods. Finally, tailoring the materials to meet the need of various types of couples, including those from other cultures and with various levels of literacy, would help reach a wider audience (Ooms & Wilson, 2004).

Conclusion

Quality premarital education has been associated with improved marital satisfaction (Jakubowski, Milne, Brunner & Miller, 2004). However, those couples who may benefit most from premarital education may be less likely to receive premarital education. Attempts to increase availability through traditional as well as alternative methods would be beneficial.

Additional References

Jakubowski, S.F., Milne, E.P., Brunner, H., & Miller, R.B. (2004). A review of empirically supported marital enrichment programs [Electronic version]. Family Relations, 53, 528-536.

Ooms, T., & Wilson, P. (2004). The challenges of offering relationship and marriage education to low-income populations [Electronic version]. Family Relations, 53, 440-447.

Peacock, D., & Radunovich, H. (2006). So You Are Getting Married in Florida! EDIS publication FCS 2179.

Impact of Foster Care on Development

Submitted by Heidi Liss Radunovich, Ph.D., Assistant Professor of Human Development

Lawrence, C.R., Carlson, E.A., & Egeland, B. “The Impact of Foster Care on Development.” Development and Psychopathology, 18, (2006). (accessed August 4, 2006).

Introduction

Children in at-risk homes, particularly when there is strong suspicion of abuse or neglect, are frequently placed temporarily or for longer duration in the foster care system. Approximately 9,000-10,000 Florida children are in foster care at any given time, although over the course of a year the number of children who experience foster care is significantly higher (Florida Department of Children and Families). Given the high number of children requiring foster care it is important to understand how this system impacts the children that it serves. This study examined the impact of such placement on children’s emotional and behavioral functioning.

Methodology

The study sample was taken from a larger study in Minnesota. The group chosen for study included a total of 189 children: 46 children who were placed in foster care for various reasons (69% had been mistreated); 46 children who were mistreated by their caregiver(s) but remained in the home with their caregiver(s); and 97 children who were not placed in foster care and did not suffer from mistreatment, but who were at-risk for other reasons (poverty, young parent, unstable home life, etc.).

The children’s behavioral and emotional functioning was evaluated during four points: early childhood (ages 12 months to Kindergarten), and before any potential placement in foster care; at around 6^th grade (or at time of release from foster care); at age 16; and at age 17. The researchers evaluated the children by looking at the strength of their relationship with their caregiver, teacher ratings of behavior and emotional functioning, and researcher measurement of the children’s behavior and developmental level.

Main Ideas

The researchers found that children who were placed in foster care were more likely to have emotional and behavioral problems than those who were maltreated but stayed with their caregivers or other at-risk children, even when controlling for family income and functioning prior to the start of foster care placement. Length of time in foster care, age at placement, and number of foster care placements did not appear to affect outcome, just whether a child was placed in foster care or not.

Children who were placed in foster care with caregivers who were unfamiliar to them (not family or a family friend), had significantly worse emotional adjustment when leaving foster care compared to those who were placed with familiar caregivers, those remaining with caregivers who maltreated them, and other at-risk children. By age 17, differences among the studied groups did not appear to be significant. Although this was a relatively small sample from one geographic region, looking at children over time, and getting information about how the children are functioning prior to be placed in foster care, makes this an important study.

Implications for Extension Programs

These findings are important for county faculty to keep in mind when working with both foster parents and families who have children that have been part of the foster care system. Children from such families appear to be at higher risk for having behavioral and emotional problems. If a client you are working with has a child with emotional and behavioral problems and needs a referral for more intensive services, here are some suggestions:

1. If applicable, refer the parent to speak with the school guidance counselor. Sometimes guidance counselors can provide or obtain intervention services for the child at school, so this is a good first step. If school intervention is not enough, guidance counselors offer a wealth of information for parents on local resources for evaluation and treatment.
2. Many communities have local mental health services providers, so it is good to familiarize yourself with where families can go in your area to obtain such services. Some providers offer private services, and may or may not take insurance. Public providers (i.e., community mental health centers), often provide services at lower cost, and generally accept clients with private or federally funded insurance (Medicare, Medicaid, Medipass, etc.).
3. Children who have been in protective custody may be eligible for special programs and services. Contact your local child protection team for information on services available for children who have been or are currently in protective custody. Here is a statewide list: http://www.cms-kids.com/ContactUs/cptdir.pdf

Remember, if you believe that a child is currently being abused, neglected or abandoned, you are required to report this to the Department of Children and Families at:

1-800-96-ABUSE(1-800-962-2873). They will ask for information about the name and contact information for the child, information about why you suspect abuse/neglect/abandonment, and your name and contact information, as well as your relationship to the child.

Conclusion

This study suggests that being placed in the foster care system puts children at risk for more behavioral and emotional problems above and beyond what would be expected for children who have been maltreated. Children placed with unfamiliar caregivers (not a relative or family friend) are even more at risk for emotional problems. Here are some links that may be helpful in working with families who have foster children or have had a child removed and placed in foster care:

Florida Institute for Family Involvement

Florida KidCare (for uninsured children)

National Center on Shaken Baby Syndrome

National Parenting Center

Sexual Abuse Treatment Program