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.

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.

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This “View From the Field” column is part of a series highlighting the important roles stakeholders (e.g., peers, families, community members) and school staff have in supporting the implementation of effective practices (i.e., evidence-based, research-based) for students with disabilities. In previous columns in this series, Rowe et al. (2022) described the various roles peers have in the implementation of effective practices. Authors highlighted strategies for developing and sustaining peer support programs in schools to support students with disabilities. Garbacz et al. (2022) followed with a column focused on approaches to promote parent collaboration in the implementation of effective practices. In this column, we describe how different community stakeholders can successfully partner with school intervention teams to improve transition outcomes. We offer examples of effective practices community stakeholders can implement to support successful transition outcomes.