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- Title
Emerging professionals practicing family science: Reflections of peer educators delivering relationship education.
- Authors
McElwain, Alyssa; Finnegan, Vanessa
- Abstract
Objective: This study aimed to understand the experiences of peer educators who taught healthy marriage and relationship education (HMRE) to their peers. Background: Peer‐led health‐promoting programs can benefit program recipients, yet less is known about the experiences of peer educators themselves. Literature indicates peer educators of HMRE may experience several practical, personal, and interpersonal impacts. Method: This qualitative study used purposeful sampling to analyze reflection papers from 15 peer educators enrolled in a service‐learning course at a public university. The researchers implemented an interpretive phenomenological approach to understand what peer educators experienced as active participants implementing HMRE programming. Results: Themes emerged about personal impacts such as the application of HMRE content to their own relationships. Peer educators developed an understanding of HMRE program implementation, explored family life education as a potential career, and developed key professional skills. Peer educators reflected on the reciprocal interactions with audience members and challenges and benefits of collaborating to implement an HMRE program. Conclusion: A peer educator approach to delivering HMRE programming provides a unique, challenging, and beneficial opportunity for emerging family science professionals. Implications: A peer educator approach to delivering HMRE programming is an impactful method for training future family science professionals.
- Subjects
PEERS; RELATIONSHIP education; FAMILY life education; EXPERIENCE; ADULT educators; CAREER development
- Publication
Family Relations, 2023, Vol 72, Issue 5, p2589
- ISSN
0197-6664
- Publication type
Article
- DOI
10.1111/fare.12806