This study measured the effectiveness of watching a motivational videotape and completing one semester of peer tutoring on changing high school students' attitudes towards their peers with disabilities. Attitudes were measured with the Scale of Attitudes Toward Disabled Persons (SADP), administered to classrooms in two randomly selected high schools before and after viewing the video. The SADP was administered to a different sample of students before and after completing one semester of tutoring peers with disabilities. Peer tutors also completed one-page weekly journals. Responses from all participating students were compared between the pre- and postassessments using paired t tests. Seven attitudinal scales were derived from a factor analysis of the 24 items that compose the SADP. Two of the subscales (self-determination and community) were statistically significant, both in a positive direction for the treatment groups. The self determination subscale assesses attitudes about whether people with disabilities are competent. The community subscale assesses attitudes toward group homes in residential areas. Results from the videotape treatment group only were similar, with statistical significance for the same measures, while with the peer tutor group, statistical significance was found only with self-determination. Two questions were included on the SADP about intentions to peer tutor. After participating in the videotape treatment, the percentage of students willing to peer tutor increased, the number of students who were not willing to peer tutor decreased, while the students who were ambivalent stayed about the same. Females were found to be more accepting of people with disabilities, scoring higher than males on positive attitudinal measures and lower on most negative measures. The peer tutor journals provided a more in-depth examination of student attitudes. Peer tutoring increased comfort levels around people with disabilities for some students. Some students felt better about themselves. Several tutors reported that they became friends with the people they were tutoring. A few students expressed frustration with the person they were tutoring. Others wrote comments about how their perceptions of what people with disabilities can do changed positively.

A qualitative study was conducted to better understand how marriage and family therapists use homework directives in their work with couples. Eleven therapists of different marital therapy orientations were interviewed. Remarkably, all of the therapists reported using clinical homework directives in their practice with couples, including those clinicians who primarily identify themselves with psychodynamic models- -models that do not typically include homework in their constructs. Four themes emerged as to why homework is given: (a) to augment or extend the therapy session outside of therapy, (b) to help the clients focus on the therapy process between session, (c) to assess client problems or dynamics for the therapist and the client, and (d) to communicate clients' responsibility for change. Themes concerning the types of homework clients used are (a) behavioral--specific physical actions to do between sessions; (b) communication exercises; (c) writing assignments; and (d) combinations of behaviors, communication exercises, or writing assignments. Results also indicate that most of the therapists in the study subscribe to more than one model of therapy in their clinical work with couples.

This study was designed to look at the many factors that influence the transition to college life and academic persistence within the family life cycle framework using the ABCD-XYZ model of resource management. The sample included 348 students with declared minors within the College of Family Life. The dependent measure was student persistence in college. Independent variables included academic and institutional factors, gender and marital factors, family academic traditions, student motivation and commitment, self-esteem, stress factors, and social support. The results of this study indicate that the persistence variables chosen were better able to predict those who remain in school rather than those who drop out. The strongest predictor for students remaining in school in this study was students' USU grade point average. Students with higher GPAs were more likely to remain in school. The other predictor was the students' satisfaction with USU studies and professors, indicating that students leaving school in this sample did so for reasons other than for academic dissatisfaction. Correlations among predictor variables lend support to the theoretical base used in this research, indicating a systemic approach to understanding persistence in college and the many transitions encountered would be useful.

Purpose was to collect and sample the attitudes of "blue collar" adolescents toward the employment of women and child rearing practices. Data were from 304 adolescents whose father s fit the requirements of being "blue collar." A questionnaire was administered that asked for attitudes and reactions to questions related to the employment of a woman through the normal stages of a family cycle and for attitudes related to child rearing practices. The attitudes of the "blue collar" adolescents were then compared to findings recorded in a similar study that dealt with the attitudes of rural adolescents toward the employment of women. It was hypothesized that attitudes toward the employment of women would be influenced by the age and sex of the adolescents of the ''blue collar" family; that the attitudes of the adolescent would be influenced by t he occupation and employment history of his mother and that the attitudes of the adolescents from the "blue collar" family would be different from those of adolescents in a rural environment. The hypotheses were s upported by the data from this study. With respect to child rearing practices, the females have much more positive attitudes toward child rearing practices than was true of the males.

Wilderness therapy is increasingly seen as a viable treatment alternative for troubled youth, yet there is a noticeable dearth of research comparing the effectiveness of wilderness therapy with more traditional treatment programs. To help address this research need, this study conducted an exploratory analysis of the therapeutic benefits of a wilderness therapy program, Wilderness Quest (WQ), compared to a therapeutic community program, Life-Line (LL). The WQ and LL programs both are based on a 12- step recovery philosophy and emphasize the integral role of the family in adolescent treatment. The study employed a qualitative methodology, beginning with an extended period of observation (approximately eight weeks) in each program. The primary data for the study came from follow-up surveys with youth and their parents which were conducted about 13-15 months after the time of enrollment. Twenty-one families were represented in the study (10 from the WQ program and 11 from the LL program). The WQ program was perceived to be a "pivotal experience" for many youth and the most common reported benefit was increased self-confidence. The most common reported benefit for youth in the LL program was a "pivotal change" in lifestyle, with groups and one-on-one talks with staff and peers being the most beneficial. The study discussed the subtle distinction found with the short-term wilderness program being a " pivotal experience" and the long-term therapeutic community program leading to "pivotal change." The most common reported benefit for families in both programs was an increase in communication and closeness. In the follow-up behavior assessments there were no perceived differences between WQ and LL youth in areas of family relations, school/education, and job/work. There was a slight difference in peer relations with LL youth behaviors slightly more positive than WQ youth, and there was a notable difference in substance abuse with LL youth behaviors being more positive. The data also indicated that certain post-treatment factors were related to youth progress after leaving the programs, with aftercare and association with positive peers being the most in1portant for WQ youth and program graduation and association with positive peers being the most important for LL youth. Interpretive models were developed to illustrate the developmental growth patterns of youth in the two programs.

The purpose of this study was to investigate the attitudes, participation in, and potential effectiveness of premarital education as a vehicle to promote more satisfying marriages. A retrospective survey instrument, including existing measures of religious values, willingness to invest in marriage, and marital satisfaction, was used to gather data to answer research questions related to couples' participation in, and attitudes about premarital education, and their influence on marital adjustment and satisfaction. Information about the amount of Time spent in premarital education, breadth of Topics covered, Training of the provider, and whether or not Testing was performed also was gathered and called Four T's of premarital education. Sample couples were identified by comparing marriage license information to current telephone listings from Cache County, Utah. One hundred forty-five couples returned usable surveys. Statistical analysis revealed that most couples participated in little or no premarital education even though most couples had favorable attitudes towards such marriage preparations. Further, no significant relation was found between participation in any type of premarital education and marital adjustment or satisfaction. Implications for policy and practice are discussed.

Widowhood is an inevitable phase of the life cycle for three out of every four married women. It is apparent by the lack of research about widowhood that it has been neglected as a developmental phase in the life cycle. Presently there are ten million widows in this country and their numbers are increasing each year. It is appalling that with a population this large, little attention has been directed towards research about widowhood. Other than recognizing that the widow may have financial problems for which Social Security provides assistance, few people realize what it means to be widowed. For these reasons, we decided to study the problems of widowhood. The purpose of this study is to examine the problems involved in widowhood and what might be helpful in dealing with them. In addition, another goal of this study is to increase public awareness about the plight of the widow.

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The efficacy of marriage preparation education (MPE) continues to be demonstrated through participant outcome research. However, understanding the elements that make MPE effective is still unclear and standards for quality have not been established. In an effort to address these deficits and promote improvement in the field of MPE, currently available and widely recognized marriage preparation education programs were examined according an evaluative model created by Hughes (1994). The four components of the Hughes model (content, instructional process, implementation process, and evaluation) outline research-supported elements that are essential in the development of quality family life educational programs. Eight MPE programs that had undergone previous outcome research and been included in meta-analytic studies or reviews were selected for evaluation in the current study. An evaluation team of three researchers rated the components and elements of each program. Evaluators also included qualitative comments associated with the utilization of the programs. Quantitative rating scores were summed for all members of the evaluation team. Results in this study showed that programs varied between the measured components in the extent to which they adhere to research-supported factors that are essential for a quality educational experience, and that none of the selected programs scored consistently high, or low, on the all of the program elements measured . Quantitative and qualitative results illuminated strengths and weaknesses within individual programs, as well as deficits common among current MPE programs. Recommendations are offered for improving MPE programs and professionalism in the field of marriage preparation education.