Conducting Qualitative Research

Conducting Qualitative Research



Conducting Qualitative Research

The article, Does Marriage and Relationship Education Work? A Meta-Analytic Study, focuses on the implications derived from the efficacy of relationship and marriage education on the quality of relationships and communication aptitudes. Accordingly, the study was based on the premise that participation in marriage and relationship education programs may actually impose positive effects on vital aspects that characterize most successful relationships, specifically partners’ communication skills, and the overall quality of the couples’ relationships (Hawkins, Blanchard, Baldwin, & Fawcett, 2008). The respective meta-analytic study is imperative to the study of the impact that arises from marriage and relationship education schemes since it avails the outcomes of past studies performed concerning the respective subject. More specifically, in the respective analysis, studies applied provided an evaluation of the effects that arise from a psycho-educational intercession, which comprised communication skills or relationships between couples as a definitive aim.

Following the aforementioned framework, studies within the respective meta-analysis exhibited disparate outcomes in respect to the goals listed above. For instance, published research imposed more significant effects than those exhibited by unpublished skills regarding communication skills (Hawkins, Blanchard, Baldwin, & Fawcett, 2008).. Similarly, effect sizes for couples’ relationships and communication skills were considerably varied (Hawkins, Blanchard, Baldwin, & Fawcett, 2008).. However, the main issue as per the meta-analytic study is based on unreliable conclusions or deductions surrounding the impact of marriage and relationship education schemes for disadvantaged partners (Hawkins, Blanchard, Baldwin, & Fawcett, 2008).. Accordingly, the insufficiency of economic and racial or ethnic diversity within the samples tested restricted the provision of dependable results concerning the program’s effectiveness. Even though the respective article agrees that marriage and relationship education works for selective intervention and universal prevention, such results are inapplicable in a setting aimed at addressing particular issues within an ethnically and economically diverse population.

In order to increase participation in the studies among the ethnically varied and disadvantaged persons in marriage and relationship education schemes, it would be imperative to focus on implementing attributes specific to these differences in order to elicit a positive response. For instance, the utilization of a common language identifiable to the persons may appeal to ethnically different populaces. Additionally, use of incentives such as time reimbursement may prove effective in attracting more participants especially in disadvantaged populaces characterized of low-income groups. The design of the programs, the setting, and the content of the curriculum can be tailored to the needs of these diverse populations in order to encourage significant participation (Hawkins & Fackrell, 2010). Lastly, marriage and relationship education programs may be offered from known premises within the community that act as meeting places for members of the respective populations (Hawkins & Fackrell, 2010). For example, the programs may be availed within social gatherings such as campuses, churches, public education institutions, and social service entities within the community.

Different measures and data collection approaches can be applied in order to retrieve more dependable and generalizable results. In fact, qualitative forms of data gathering may be applied in the process. Such approaches may comprise face-to-face interviews and focus groups (Hawkins & Fackrell, 2010). On a more complex level, ethnographic studies can be performed especially in ethnically diverse groups and settings (Hawkins & Fackrell, 2010). However, for these approaches to be readily applicable, measures that appeal to disadvantaged persons can be implemented. For example, the use of media campaigns may be effective in providing the population in question with open-ended questionnaires, which can be rather engaging and influence participation in understanding the effectiveness of marriage and relationship programs.


Hawkins, A. J., Blanchard, V. L., Baldwin, S. A., & Fawcett, E. B. (2008). Does marriage and relationship education work? A meta-analytic study. Journal of Consulting & Clinical Psychology, 76(5), 723-734.

Hawkins, A. J., & Fackrell, T. A. (2010). Does couple education for low-income couples work? A meta-analytic study of emerging research. Journal of Couple & Relationship Therapy, 9, 181-191.

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