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Does Therapist Guidance Enhance Assessment-Based Feedback as Couple Relationship Education?

Published online by Cambridge University Press:  09 January 2013

W. Kim Halford ,
Raylene Chen ,
Keithia L. Wilson ,
Jeffry Larson ,
Dean Busby  and
Thomas Holman
W. Kim Halford*
Affiliation:
University of Queensland, Brisbane, QLD, Australia
Raylene Chen
Affiliation:
Griffith University, Brisbane, QLD, Australia
Keithia L. Wilson
Affiliation:
Griffith University, Brisbane, QLD, Australia
Jeffry Larson
Affiliation:
Brigham Young University, Provo, UT, USA
Dean Busby
Affiliation:
Brigham Young University, Provo, UT, USA
Thomas Holman
Affiliation:
Brigham Young University, Provo, UT, USA
*
Address for correspondence: Dr W. Kim Halford, School of Psychology, University of Queensland, St Lucia QLD 4072, Australia. Email: k.halford@psy.uq.edu.au
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Abstract

Assessment and feedback of relationship strengths and challenges is a widely used brief approach to couple relationship education (CRE). It can be fully automated through the internet, with couples self-interpreting the feedback. This study assessed whether therapist guidance of couples to interpret the report and develop relationship goals enhanced the benefits of the feedback. Thirty-nine couples seeking CRE were randomly assigned to either self-interpretation of an internet-based relationship assessment report (RELATE), or therapist-guided interpretation of the same report (RELATE+). Participants were assessed on relationship satisfaction and psychological distress pre- and post-CRE, and at 6-month follow-up. RELATE and RELATE+ were not reliably different in outcome. Couples in both conditions sustained high relationship satisfaction and showed an overall decline in psychological distress. However, consumer satisfaction was substantially higher for the RELATE+ condition than the RELATE condition.

Keywords

marriage educationcouple relationship educationrelationship satisfaction

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Type
Standard Papers
Information
Behaviour Change , Volume 29 , Issue 4 , December 2012 , pp. 199 - 212
Copyright
Copyright © The Authors 2013

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