Does therapist guidance enhance assessment-based feedback as couple relationship education?

Halford, W. Kim, Chen, Raylene, Wilson, Keithia L., Larson, Jeffry, Busby, Dean and Holnnan, Thomas (2012) Does therapist guidance enhance assessment-based feedback as couple relationship education?. Behaviour Change, 29 4: 199-212. doi:10.1017/bec.2012.20

Author Halford, W. Kim
Chen, Raylene
Wilson, Keithia L.
Larson, Jeffry
Busby, Dean
Holnnan, Thomas
Title Does therapist guidance enhance assessment-based feedback as couple relationship education?
Journal name Behaviour Change   Check publisher's open access policy
ISSN 0813-4839
Publication date 2012-12
Sub-type Article (original research)
DOI 10.1017/bec.2012.20
Volume 29
Issue 4
Start page 199
End page 212
Total pages 14
Place of publication Cambridge, United Kingdom
Publisher Cambridge University Press
Collection year 2013
Language eng
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.
Keyword Marriage education
Couple relationship education
Relationship satisfaction
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2013 Collection
School of Psychology Publications
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