Increasing relationship quality and satisfaction among couples through delivering relationship education has been a topic of interest for decades, with the 1980s marking the initiation of a dramatic expansion of research in this area. The 1980s also saw the beginning of what was to become a continuing decline in marital quality and satisfaction among first-time married couples (Amato, Johnson, Booth, & Rogers, 2003; Schramm & Harris, 2010). This interest in dyadic couple relationship quality was likely driven by the expanding awareness that quality of marital relationships influences a broad range of positive and negative outcomes; healthy, satisfying marriages provide numerous benefits important to individuals and society, while marital dissolution has a profoundly negative effect (Amato, 2010; Cowan & Cowan, 2005; Harris, Schramm, Marshall, & Lee, 2012; Schramm & Harris, 2010). Furthermore, subjective levels of marital quality and satisfaction are predictive of both marital stability and marital dissolution (Gottman, 1994; Gottman & Notarius, 2000). Couple and relationship education (CRE) interventions have shown mixed results across experimental studies. Moderate effect size improvements have been found across CRE intervention studies in the specific areas of relationship quality and communication skills (Hawkins, Blanchard, Baldwin, & Fawcett, 2008). But how does the delivery of relationship programming impact the relationship quality, communication skills, and well-being of those who actually deliver the programming interventions? The purpose of this study was to assess associations between relationship quality and satisfaction, intimate partner consensus, and relevant contextual factors among those who deliver relationship education programming in Florida through the SMART Couples Project, a federally funded healthy marriages and relationships grant. Initial mixed methods results indicate that “teaching a person to fish” through delivering relationship education programming generally has a positive impact on relationship quality, communication skills, and well-being among those who deliver the programming. Specific implications for impact of relationship education delivery on those who deliver the intervention are proposed.

Syftet med studien är att utveckla kunskaper om hur förskollärare uppfattar relationersom syftar till lärande. Undersökningsfrågan studien lutar mot är; Kan förskollärarenstödja barns lärande genom skapande av relationer mellan förskollärare och barn? Föratt utveckla kunskaper om hur förskollärare uppfattar relationer som syftar till lärandehar en kvalitativ metod använts där förskollärare intervjuats. Begrepp som använts istudien är empati, omsorgsrelation, undervisningsrelation, intimitetszon och lyhördhet.Resultatet beskriver att ett empatiskt bemötande kan ses vara gynnande för relationenmellan barnen och förskollärarna. Vidare påvisas i resultatet att relationerna har olikakaraktär. Innehållet i kategori ett i resultatavsnittet påvisar en omsorgsrelation vilkenkan ses vara nödvändig för att en undervisningsrelation ska ges möjlighet att byggas. / <p><strong>Fastställt via akademichefsbeslut HIG-STYR 2019/7 den 2019-01-07</strong></p><p><strong> </strong>Daniel Petterson, fil dr, univ. lekt Pedagogik och Erika Björklund, fil dr, univ. lekt Pedagogik går in som examinatorer på PEG700 under veckorna 1 till och med 3, 2019 då Peter Gill, prof. Pedagogik, gått i pension från och med 2019-01-01.</p>

Cette recherche propose de porter un regard sur les dynamiques psychiques en jeu, dans les mouvements transférentiels qui émergent lorsque l’enseignant est confronté à la réalité de la rencontre avec l’élève porteur de troubles du comportement. De l’incompréhensible à l’insupportable, de la difficulté à la souffrance, le trouble élève fait effraction dans l’expérience subjective de l’enseignant et génère des « ruptures identificatoires», esquissant une certaine rigidité psychique dans sa posture professionnelle. L’ « extrapolation » des concepts de transfert et de contre-transfert issus du champ de la psychanalyse, permet de dessiner les contours d’un contre-transfert spécifique à l’enseignant dans une relation pédagogique troublée. En tant que sujet désirant, il mobilise des attitudes contre-transférentielles, observables dans leurs effets, relevant soit d’un déjà-là, soit d’une réactivité d’intensité variable, au regard de dysharmonies dans l’articulation de ses désirs et de ses représentations construites et prescrites, caractérisant ses filtres interprétatifs. Comprendre l’économie des dynamiques psychiques de l’enseignant en souffrance professionnelle, dans une approche clinique d’orientation psychanalytique, constitue une assise pour envisager de repenser l’interprétation de son expérience subjective, en faveur d’une Plasticité Posturale Psychique de l’Enseignant. / This research proposes to look at the psychodynamic interactions at play in the transference movements that emerge when a teacher encounters the reality of a pupil with behavioural disorders. From the incomprehensible to the unbearable, from the difficulty to the suffering –the troubled pupil intrudes into the teacher's subjective experience and generates « identity breakdowns », hinting at a certain psychic rigidity in one's professional position. The « extrapolation » of the concepts of transference and counter-transference from the field of psychoanalysis outlines the contours of a counter-transference specific to the teacher in a troubled teaching relationship. As a desired subject, he mobilises counter-transferential attitudes, observable in their effects, falling under either an already-existing responsiveness or one of varying intensity in terms of disharmony in the articulation of his desires, and constructed and prescribed representations characterising his interpretative filters. Understanding the economics of the psychodynamics of the teacher with regard to professional distress, in a clinical approach with a psychoanalytical orientation, constitutes a foundation to consider rethinking the interpretation of his subjective experience in favour of a Psychic Postural Plasticity of the Teacher.