Teaching romantic competence skills to emerging adults: A relationship education workshop

2021 ◽  
Author(s):  
Joanne Davila ◽  
Jiaqi Zhou ◽  
Jerika Norona ◽  
Vickie Bhatia ◽  
Lauren Mize ◽  
...  
Keyword(s):  
Emerging Adults ◽  
Relationship Education ◽  
Education Workshop ◽  
Romantic Competence

“I Learned Things That Make Me Happy, Things That Bring Me Down”

2016 ◽  
Vol 32 (2) ◽  
pp. 155-182 ◽  
Author(s):  
Jerika C. Norona ◽  
Patricia N. E. Roberson ◽  
Deborah P. Welsh
Keyword(s):  
Romantic Relationships ◽  
Emerging Adults ◽  
Young Women ◽  
Social Cognitive ◽  
Adult Women ◽  
Learning Context ◽  
Developmental Factors ◽  
Romantic Competence ◽  
Emerging Adult Women ◽  
Cognitive Maturity

Early romantic relationships have been described as the “learning context” and “training ground” for future intimate relationships; however, research has yet to examine the lessons that individuals take away from such relationships. In the present mixed-methods, longitudinal study, 348 adolescents and emerging adults (53% girls/young women) between the ages of 15 and 23 years were asked to reflect on and report the lessons they learned from romantic relationships in which they were involved 1 year ago (Time 1). These lessons were found to reflect the areas of romantic competence proposed by Shulman et al., including social cognitive maturity, romantic agency, and coherence. Quantitative analyses revealed that girls/young women more often referenced all three of the investigated areas of romantic competence than did boys/young men. In addition, emerging adults and individuals whose relationships were still intact at Time 2 more often referenced social cognitive maturity and coherence, whereas adolescents and individuals whose relationships ended by Time 2 more often referenced romantic agency. Furthermore, qualitative analyses revealed important gender and age differences in the ways adolescent girls and boys and emerging adult women and men described their lessons. In general, results suggest an experiential component to the development of romantic competence that complements developmental factors.

Romantic competence, healthy relationship functioning, and well-being in emerging adults

2017 ◽  
Vol 24 (1) ◽  
pp. 162-184 ◽  
Author(s):  
JOANNE DAVILA ◽  
JONATHAN MATTANAH ◽  
VICKIE BHATIA ◽  
JESSICA A. LATACK ◽  
BRIAN A. FEINSTEIN ◽  
...  
Keyword(s):  
Emerging Adults ◽  
Well Being ◽  
Relationship Functioning ◽  
Romantic Competence ◽  
Healthy Relationship

Changes in Romantic Competence and Career Adaptability Among Emerging Adults in Psychotherapy

2016 ◽  
Vol 4 (5) ◽  
pp. 327-337 ◽  
Author(s):  
Dana Atzil-Slonim ◽  
Muli Reshef ◽  
Emmy Berman ◽  
Tuvia Peri ◽  
Shmuel Shulman
Keyword(s):  
Emerging Adults ◽  
Career Adaptability ◽  
Romantic Competence

The association between romantic competence and couple support behaviors in emerging adult couples

2020 ◽  
pp. 026540752098053
Author(s):  
Jiaqi Zhou ◽  
Vickie Bhatia ◽  
Tamara Luginbuehl ◽  
Joanne Davila
Keyword(s):  
Relationship Satisfaction ◽  
Attachment Security ◽  
Emerging Adult ◽  
Relationship Functioning ◽  
Relationship Education ◽  
Relationship Length ◽  
Romantic Competence ◽  
Security Relationship ◽  
Novel Target ◽  
Mixed Gender

This study examined the association between romantic competence and observed couple social support behaviors in a sample of 89 emerging adult mixed-gender couples ( M age = 20.65 for men, 20.16 for women). Across analyses, findings generally indicated that higher romantic competence was associated with both seeking and providing support in a more positive and less negative manner, even when controlling for attachment security, relationship satisfaction, and relationship length. The findings extend our understanding of how romantic competence affects dyadic processes, and identifies romantic competence as a novel target underlying the ability to effectively seek and provide support. Clinical implications for relationship education programs as well as psychotherapy that may be focused on improving relationship functioning is discussed.

Emerging Adult Relationship Transitions as Opportune Times for Tailored Interventions

2017 ◽  
Vol 5 (4) ◽  
pp. 293-305 ◽  
Author(s):  
Amber Vennum ◽  
J. Kale Monk ◽  
B. Kay Pasley ◽  
F. D. Fincham
Keyword(s):  
Romantic Relationships ◽  
Emerging Adults ◽  
Relationship Education ◽  
Relationship Formation ◽  
Relationship Length ◽  
Tailored Interventions ◽  
Behavior Study ◽  
College Course ◽  
Emotional Safety ◽  
Relationship Efficacy

The goal of this research was to identify predictors of college students’ relationship dissolution and how a relationship education (RE) curriculum integrated into a college course ( Relationship U [ RU]) influenced students’ breakup (BU) and relationship formation decisions. Study 1 ( n = 854) showed the strongest predictors of BU by the end of the semester were low relationship efficacy, dedication, satisfaction, and relationship length and greater emotional safety, distance, and extradyadic behavior. Study 2 ( n = 7,957) examined the perceived influence of RU on students’ decisions to end and begin relationships through thematic analysis of open-ended questions asking participants to identify what (if any) aspect of the curriculum influenced their decisions. Participant responses highlighted specific RE components differentially salient to their decisions to end and begin romantic relationships. Implications for creating tailored and adaptive RE curricula with emerging adults are discussed.

Personal Goals and Identity of Czech University Students

2020 ◽  
pp. 216769682091781
Author(s):  
Lucia Kvasková ◽  
Jan Širůček ◽  
Stanislav Ježek ◽  
Lucie Hrubá ◽  
Lenka Lacinová ◽  
...  
Keyword(s):  
University Students ◽  
Identity Formation ◽  
Emerging Adults ◽  
Goal Setting ◽  
Romantic Relationship ◽  
Holistic Approach ◽  
Personal Goals ◽  
Relationship Education ◽  
Identity Commitment ◽  
Identity Processes

This study aimed to examine personal goal setting and identity processes in Czech university students. A total of 1,347 Czech emerging adults completed the questionnaires on goal setting, identity commitment, and identity exploration in various life domains (romantic relationship, education, and work). First, our study showed that in our sample, goals related to education were the most prominent. Second, higher identity commitment or exploration in one domain predicted setting the goal in the same domain, supporting the notion of the interrelatedness of identity formation and goal pursuit. Additionally, those who set work-related goals reported fewer goals associated with romantic partnership, marriage, and family, suggesting individual differences in goal preferences. Our study adds to the knowledge of European emerging adults’ identity processes and goal selection processes. Furthermore, our findings stress the holistic approach when investigating personal goals.

Effects of relationship education on emerging adults' relationship beliefs and behaviors

2016 ◽  
Vol 23 (4) ◽  
pp. 723-741 ◽  
Author(s):  
LAURA J. HOLT ◽  
JONATHAN F. MATTANAH ◽  
CHRISTA K. SCHMIDT ◽  
JENNIFER S. DAKS ◽  
ERIN N. BROPHY ◽  
...  
Keyword(s):  
Emerging Adults ◽  
Relationship Education ◽  
Relationship Beliefs ◽  
And Behaviors

A Longitudinal Study of Mental Health in Emerging Adults

2014 ◽  
Vol 73 (3) ◽  
pp. 135-141 ◽  
Author(s):  
Monica S. Bachmann ◽  
Hansjörg Znoj ◽  
Katja Haemmerli
Keyword(s):  
Mental Health ◽  
Longitudinal Study ◽  
Emerging Adults ◽  
Poor Mental Health ◽  
Need Satisfaction ◽  
Computer Assisted ◽  
Consistency Model ◽  
Negative Effect ◽  
The Cross ◽  
Health Model

Emerging adulthood is a time of instability. This longitudinal study investigated the relationship between mental health and need satisfaction among emerging adults over a period of five years and focused on gender-specific differences. Two possible causal models were examined: (1) the mental health model, which predicts that incongruence is due to the presence of impaired mental health at an earlier point in time; (2) the consistency model, which predicts that impaired mental health is due to a higher level of incongruence reported at an earlier point in time. Emerging adults (N = 1,017) aged 18–24 completed computer-assisted telephone interviews in 2003 (T1), 2005 (T2), and 2008 (T3). The results indicate that better mental health at T1 predicts a lower level of incongruence two years later (T2), when prior level of incongruence is controlled for. The same cross-lagged effect is shown for T3. However, the cross-lagged paths from incongruence to mental health are marginally associated when prior mental health is controlled for. No gender differences were found in the cross-lagged model. The results support the mental health model and show that incongruence does not have a long-lasting negative effect on mental health. The results highlight the importance of identifying emerging adults with poor mental health early to provide support regarding need satisfaction.

Contribution of Demographics, Sociological Factors, and Media Usage to Verbal Aggressiveness

2014 ◽  
Vol 26 (2) ◽  
pp. 92-102 ◽  
Author(s):  
Jack Glascock
Keyword(s):  
Emerging Adults ◽  
Peer Influence ◽  
Video Game ◽  
Rap Music ◽  
Verbal Aggression ◽  
Hierarchical Regression ◽  
Music Listening ◽  
Verbal Aggressiveness ◽  
Media Usage ◽  
Sociological Factors

Given the increasing relevance of verbal aggression in today’s society, the goal of this study was to assess the relative contributions of potential demographic and sociological factors. Emerging adults were surveyed, and the data were analyzed using correlations and hierarchical regression. While television viewing, video game playing, and music listening were positively correlated with verbal aggression, only (rap) music listening remained significant when demographic and other sociological influences were factored in. Overall, the hierarchical regression analysis found religiosity, parental and peer influence, quality of neighborhood, sex, and media usage (listening to rap music) to be significant contributors to verbal aggression among emerging adults. Male participants reported more verbally aggressive behavior than women, and African Americans reported more verbal aggression than White respondents. While media usage seems to play a significant, but relatively small role, other demographic and sociological factors such as gender, neighborhood, religion, peers, and parents appear to be major contributors in the development of verbal aggression among emerging adults.

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