Donna L. Sollie

Long-Term Effects of a Church-Based Sex Education Program on Adolescent Communication.

This study examines the effects of a church-based sex education program on sexual communication between adolescents and their parents and peers on such sexual topics as values sexual attraction and sexual identity. Sex education programs have recently focused on interpersonal aspects of sexuality including communication in an effort to provide thorough coverage of sexual issues as well as basic knowledge. In the current study a pretest posttest follow-up design including a control group was used to assess changes in communication about sexual topics to father mother best friend and dating partner. The advantages of church programs as well as directions for further development of such programs are discussed. (authors)

Teaching University-Level Family Studies Courses: Techniques and Outcomes.

This article provides a brief overview of various teaching techniques used in interpersonal and family relationships courses over the past decade. Additionally, empirical studies that have assessed teaching techniques and the outcomes of courses in terms of changes in knowledge, attitudes, and behaviors are summarized. The last decade has seen increased attention paid to meeting student needs by helping students to clarify their values and to learn specific skills in addition to enhancing their knowledge about interpersonal and family relationships. However, there is still a critical need to assess the effectiveness of various teaching methods and to assess whether family relations courses result in desired outcomes in terms of student knowledge and competence in interpersonal relationships.

Conduct Disordered Children: Familial Characteristics and Family Interventions.

Conduct disordered behaviors in children and youth are associated with dysfunctional family environments. This article provides a review of the familial characteristics associated with conduct disordered youth and their parents. Family treatment strategies found effective with this population are identified including variations of parent training, problem-solving communication training, reciprocity training, and a multisystemic treatment approach. A list of intervention resources is provided for interested professionals. C onduct disordered children and youth comprise the largest group of emotionally disturbed youth, both treated and untreated (Offord, 1984). In fact, these children are the most frequent referrals to mental health centers, constituting from one third to three fourths of all child referrals (Wells & Forehand, 1985). Conduct disordered behaviors, which have been characterized as antisocial and socially aggressive behaviors, appear to be developed and maintained within the family environment (Patterson, 1982). Furthermore, these behavior patterns, which may be present as early as 3 years of age, tend to remain stable and to be a strong predictor of antisocial behavior in adolescence and in adulthood (Lefkowitz, Eron, Walder, & Huesmann, 1977). Given the prevalence of conduct disordered behaviors, the embeddedness of these behaviors in the family environment (Patterson, 1982), and the potentially detrimental impact this behavior may have on the community (Henggeler et al., 1986), it is important to examine the relevant family characteristics of families with conduct disordered children and youth and to explore treatment strategies that may improve family interactional patterns associated with antisocial behavior. The purposes of this article are to provide a review of the salient characteristics of families with conduct disordered youngsters, to identify family treatment strategies found to be effective with this population, and to provide a list of resources oriented toward intervention with conduct disordered youth and their families.

Exploring the Experiences of Female Emerging Adult Mentors Building a Conceptual Model

While mentoring programs are prevalent, limited research focused on the mentors’ experiences exist, particularly during critical periods of development. Using a qualitative, grounded theory approach, this study explores the elements of the mentoring experience for a cohort of late adolescent/emerging adult women in a long-term program. Outcomes described were both personal and work related, as well as relationally and individually focused. In addition, a number of individual, relational, and programmatic challenges, along with associated emotional challenges, were reported. The influence of these challenges on outcomes, however, depend on a number of elements that appear to buffer the negative experiences. The organization of the findings into a conceptual model informs both research and practice.

Cross-sectional and longitudinal predictors of well-being: invariance across 25 years

This study addressed: (a) whether any changes in well-being over time could be attributed to participants’ aging or to economic or historical events; (b) whether predictors (e.g. age, religiosity, and financial status) were similarly associated with well-being in cohorts of college seniors assessed at different times; and (c) whether predictors of well-being were similar for the same cohort over a 25-year time span. Using three cohorts of emerging adults (1982, n = 189; 2007, n = 188; and 2010, n = 79) and a subsample of the 1982 cohort followed across 25 years (n = 83), the findings indicated that well-being declined over time, possibly due to historical influences rather than changes associated with aging. Well-being was similarly predicted by religiosity, relationship status, and financial status across cohorts. Longitudinal analyses indicated that earlier religiosity was inversely associated with later financial status and later financial status was associated with higher well-being.