Date of Award:
Master of Science (MS)
Family, Consumer, and Human Development
Scot M. Allgood
The purpose of this study was to evaluate effectiveness of the facilitators of a stepfamily education course, based upon facilitator self-report as well as participant report. Agencies in northern Utah that provide services to low-income minority families were used to recruit a sample of 152 facilitators and 1,134 participants of which 519 of the participants were male and 613 of the participants were females. Additionally, 21 of the facilitators were male and 131 of the facilitators were female. Requirements for participants included having been previously married with no children or having children from a previous relationship that formed a current stepfamily. Intervention theory states the implementation of protective factors, such as preventative education, lessens the impact of risk factors in participants' lives. A self-report measure was used at the completion of the 12-hour course. Participants and facilitators were asked about the effectiveness of the facilitation with regard to facilitation skills and methods used. Participants and facilitators consistently reported that they did find the facilitation to be effective. Participants and facilitators agreed that facilitators explained course material clearly, answered questions well, stimulated conversation, cared about group members, and drew upon personal experiences effectively.
Sparks, Heather, "Facilitator Assessment Following A Stepfamily Education Course" (2010). All Graduate Theses and Dissertations. 798.
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