Surname: 1

Relationship Education
Introduction
In the United States of America, the secondary curriculum for Relationship education
(RE) has been in existence since mid-1800. Before then, it was known as the domestic economy.
In the 20th century the name changed to home economics and in 1994 to family and consumer
sciences. Findings on the number of teachers and student in the secondary RE education
indicated that the number of girls enrolled rose to almost 50% around 1959 from the 17% before
then. This paper draws both theoretical and empirical literature in an attempt to unmask how
family and consumer science education has addressed healthy relationship among youths in
middle and high schools. Further emphasis is on the literature gaps that exist regarding this topic.
Addressing concerns and problems using RE
Kerpelman et al. (151-171), asserts that family and consumer sciences education is an
important field that focuses on families, work, and their interrelationships with the aim of
improving lives. At high school and middle levels, family and consumer sciences education play
a vital rolse in the lives of the youths. For instance, the youths are empowered to have abilities in
identifying and creating alternative solutions to common everyday challenges. Under this case,
the author further indicates that family consumer education enables the youths to manage the
resources at their disposal thereby being able to cope with challenging situations. Additionally,
family and consumer science education at middle and high school levels is vital because of its
broad range of contribution in the lives of youths. In coping with the everyday challenge, the
youths are imparted with intellectual and moral concepts that enable them to understand and
solve most of the challenging situations. In relating these two concepts, it can be concluded that

Surname: 2
consumer science education plays a vital role in ensuring that youths in middle and high school
can overcome challenging situations that form their everyday lives. Conversely, the author fails
to illustrate the challenges and skills that play the vital role of aiding the youths to cope with
challenging situations.
Family and consumer sciences education is argued to be an interdisciplinary field. In this
field, the instructors integrate processes and knowledge ranging from critical, interpretive and
empirical sciences in helping students solve continuing and understanding concerns experienced
at a family level. In addressing these problems, the field borrows concepts from social sciences,
arts, humanities and mathematics that are integrated into the field. The integration of scientific
concepts is integrated to enable the youths to learn about various problems and what actions they
should take in challenging situations (Rathunde, 12-53). Therefore, the family consumers field
can be argued to be scientific in solving problems that are experienced by youths in middle and
high school. Additionally, it can be argued that the concepts integrated into the field not only aid
the youths in overcoming difficult situation but also directs them in building healthy
relationships with the environment. Despite the author introducing scientific concepts, there exist
some gaps on the idea. Firstly, the problems and various concerns experienced by the middle and
high school students do not share a common phenomenon. Thus, making assumptions that the
scientific concepts integrated into the family consumers education aids in solving or averting
various concerns in the development of a healthy relationship are not completely accurate.

RE in development of critical and creative thinking

Surname: 3
The middle and high school students educational experience focuses on the development
of three interrelated and interdependently kinds of processes and reasoned actions needed by the
youths in building healthy relationships. The concepts include; communicative, reflective and
technical actions aspects that are important in the development of healthy relationships at family
and societal levels. In the communicative action, the students are taken through processes that
aim at developing the interpersonal and learning skills that are essential in understanding and
sharing needs, intentions and family values (Way & Rossmann, 46). The reflective action
encompasses development of creative and critical thinking skills that play a crucial role in the
evaluation and change of social conditions, norms, and power relationships that are deemed
acceptable without question. Additionally, the reflective action also focuses on the enhancement
of the youths and family capabilities and the physical, psychological, and economic well-being
in an environment that is rapidly changing. On the other hand, the technical action focuses on the
development of caregiving skills required for utilization of a variety of methods and technology
to meet the needs of the youths and family (Allison, 12-18). Under this idea, the author clearly
illustrates the role that is played by the family consumers sciences education towards the
development of healthy relations among the middle and high school students.
In middle and high school levels, RE is developed around real and ongoing concerns of
families and communities with an inclusion of concepts of resolving issues through ethical
actions. According to (Gardner 498), the most difficult issues facing adolescents and young
adults are issues emanating from family, work, and community. Therefore, RE has great
concerns with actions oriented problems and what should be done about practical issues and
concerns. As such, there is a requirement for ethical judgments for the actions that are needed to
be taken for the good of self and others both at the present and the future. Gardner in his idea

Surname: 4
continues to assert that through RE, two types of process are developed the intellectual and social
processes. The intellectual processes include the scientific inquiry and reasoning towards gaining
of knowledge and test theories in resolving complexities, human ethical problems as well as
achievement of value ends (Lickona, 10). On the other hand, social processes encompass the
interpersonal communication, democratic actions, policy making in private and public spheres,
and conflict resolution. In relating the two concepts of the authors, it can be argued that for the
youths to develop healthy relationships in their environment important are crucial. However,
Lickona fails to note in his study that other skills besides ethical skills are required in solving
various issues and concerns.
RE in Personal Development
Werhan and Wendy (19) state that RE plays a vital role in the personal development of
middle and high school students through actions that aid in the development of a healthy
relationship in the future. The actions promote the students towards becoming responsible
citizens and leaders for the family, community and work settings. For instance in Ohio at
Westerville North, work and family programs aids the students to integrate practical reasoning
and problem-solving skills at personal levels. Additionally, the RE in personal development also
aids in identification, locating and respectively utilizing family and community resources to
solve family and community issues respectively. In the end, key components towards the
creation of healthy relationships are initiated and maintained both at the family and community
level. Moreover, these core skills in family consumer sciences are integrated together with
knowledge and skills gained from other fields such as language art, technology, and
communication. In response to the authors idea, RE creates useful skills that are crucial towards
the creation of responsible youths characterized by healthy relationships in the environment that

Surname: 5
they reside in. However, the author assumes the existence of similar situations among youths in
places where different culture is practiced that may impede personal development. In coping
with such situations, it is worth noting that skills gained from RE can aid the youths to overcome
problems that are created by culture norms that exist in a certain society.
The family consumer sciences education contributes towards student's ability to balance
their personal, home, family and work lives. RE presents real life concepts that enable the middle
and high school youths to acquire practical skills in balancing their life. According to Laster (4576) through RE a student become involved in real life situations that require practical reasoning
through an examination of the context and dimension a particular issue. Through the practical
reasoning, a student can make out a balance of the issues. As a result, the students can enhance
their relationship both in the family, society and work levels. In response to the author views,
there is an absence of the phases or process that the youth are required to follow in ensuring that
there is a balance of the social lives. Thus, it can be argued that middle and high school students
are only imparted with concepts that guide in the design of a balanced social life.
Ward and Cheryl (16-26) reflect on the existence of great concern in the society with a
desperate desire to restore good values through the desirable outcome of school moral enterprise.
Development of desirable good character has been taught in the traditional RE; currently it goes
beyond the personal levels. The current trends in RE involve utilization of meaningful, real-life
situation issues as the main facets of the development of responsible youths capable of stemming
out healthy relationships. The authors further indicate that rather than adapting a didactically
teaching, RE enables the middle and high school students to engage in problem-solving and
critical reflection of actions regarding the behavior that affect the lives of others in the
community. Moral imaginations stimulate students through the drawing of emotional sides,

Surname: 6
empathy and, caring. As a result, the students gain knowledge of being able to reason effectively
thereby being able to take up personal and socially responsible actions on individual, family and
community issues. Thus, in relating the two concepts, it can be concluded that skills and
knowledge gained from RE are crucial in ensuring that the youths develop healthy relationships
by being molded into individuals capable of taking desirable actions.
Significance of Family and consumer science education on healthy relationships
AdlerBaeder, Francesca, et al. (292) notes that the education curriculum that focuses on
youths relationships and marriages has not been well explored. With general assertions that
behaviors and attitudes become prominent during the adolescents stage, it important to note that
these is the stage that they are interested education related relationships and marriage. Therefore,
there is a need to impart the youths with skills on relationships and marriage readiness education
while they are still schooling (Brotherson, Sean and William C. Duncan 459). Unfortunately,
there exists limited information on the impact of youth relationship skills education. Since many
studies address the impact of relationships skills education without being specific on the impact
of relationship education on the healthy relationship among youths in middle and high school
education, the current focus will attempt to fill the knowledge gap by focusing on this particular
field.
As Wolfe David (25) asserts, the best time for family, relationship and marriage
education is the high school stage when a person is experiencing attitude and behavioral changes.
This period marks a stage when the adolescents start forming relationships and bonds with
friends. It is also argued that it is at this stage that the adolescents start dating. Studies indicate
that majority of the adolescents develop romantic relationships that is one of the key indicators

Surname: 7
of their well-being and determine their level of self-esteem, stress, and depression, attempts of
suicide and wholeness (AdlerBaeder, Francesca et al. 294).
When many young people enter the period of dating, unfortunately, several of them
experience relationship problems and to some extent violent relationships. Research estimates
that 41% of adolescents experiences physical dating violence with 14% of this figure reporting a
form of violence that are likely to lead to severe physical injuries (Kann, Laura et al. 72).
Further, studies point out that physical aggression in dating relationships among adolescents
record stability for three months across gender, either victims and perpetrators. Physical
aggression, which includes control and jealousy, directly relate to psychological aggression It is
therefore arguably to conclude that adolescents relationships are at risk for physical and verbal
aggressions and that dating violence in adolescents increases the likelihood that they experience
relationship violence later in life (Wolfe David 24).
While there is a high case of dating violence among the adolescents, dating and
relationships can be positive and is a normal part of their lives and play a vital role in the human
development. Many times, the adolescents are not aware that conflict in a romantic relationship
is unavoidable, and there is a common believe for them that conflict is not positive, and,
therefore, they cope using maladaptive strategies (McIsaac, Caroline, et al. 703). Conflict in
romantic relationships among the adolescent help maintains the balance of emotional closeness
of emotional closeness and individuality. In healthy relationships, the dating in adolescents
shapes self-worth and self-competence and gives the opportunity to exercise conflict
management and trust and consequently helps them to learn lessons on how to build, sustain and
terminate relationships (AdlerBaeder, Francesca, et al. 301)

Surname: 8
At the stage of adolescence and early youth, the relationship and marriage skills and
knowledge are significant for future quality and stability of relationships. If experience on dating
offers them a way to learn to become dating partner who is socially competent, therefore,
providing educational skills on relationships during middle and high school levels appears as the
optimal period for instructions. Offering relationship education is specifically imperative since
the early youths hold idealistic instead of realistic beliefs regarding romantic relationships and
they will benefit from the knowledge gained if they receive accurate information and the
knowledge gained through accurate information could be beneficial. Ellis, Bruce J., et al. (598)
indicate that education that increases the skills and knowledge among the youths regarding
healthy relationships will help to avert unhealthy dating relationships now and in the future. This
paper attempts to unmask how the RE education helps to build such healthy relationships.
The RE Curriculum in addressing relationships challenges
Part of the Family and Consumer Science in middle and high school education covers the
human behavior and developmental perspective of formation of romantic relationships among
the adolescents. The curriculum is adaptive to the developmental needs of the early youths at a
stage they have conflicting interests in their lives and integrates activities and materials that are
responsive to the youths of diverse backgrounds and activities that are sensitive to diverse
backgrounds of youth. It is a well-researched course with information that entails a combination
of educational materials and practical activities aimed to enhance relationship skills and
knowledge for the middle and high school youths (Sewell, Darby Thompson, and Helen C. Hall
16). The curriculum uses common "teen language" resources and activities that indicate diversity
and language that take it that the early youths live in different structures of the family. It focuses

Surname: 9
on increased interaction and practice of particular relationship skills, illustrations, and
discussions of later adult relationship and marriage.
The relationship education goal of RE for early youths and adolescents in middle and
high schools is to provide a combination of skills, knowledge, and values that are necessary to
achieve healthy romantic relationships. However, some specific sections of the curriculum
attempt to prepare the youths for marriage and adulthood and others emphasize on promoting
healthy relationships in the adolescent stage (Karney, Benjamin xxii). Some programs
interpersonal relationships while other gives specific focus on romantic relationships. The varied
objectives of the RE program vary and for the curriculum, therefore, to achieve the aim of
building healthy relationships depends on the instructor point of emphasis. Often, the objectives
of many curricula lack a clear indication of tangible outcomes raising the concern of how the
course will achieve effective evaluation needs. As such, more interest needs to be placed on
revising the existing programs to develop concrete objective that are measurable. Such a step has
not been initiated, and this paper propose further questions regarding the verifiable outcomes of
Family and Consumers Science education on health relations among youths in middle and high
schools.
The study of how relationship education among youths is delivered is important to
understand how RE program helps to achieve a healthy relationship. Karney, Benjamin (xxiii)
observes that education regarding youth relationship is provided in a wide range of settings that
include schools, foster care, the juvenile justice system, independent living facilities, camps,
group homes, pregnant and parenting teens programs, retreats and after-school programs. In this
paper, special focus is given to the delivery of relationship education in middle and high schools.

Surname: 10
When critically analyzing the RE education curriculum for this group, the education is offered in
different forms.
One of the forms is relationship and marriage education (RME) that exclusively and
explicitly covers interpersonal and romantic relationships and their implications and contain a
mixture of intervention and educational orientation marriage education (RME), explicitly and
more or less exclusively addresses interpersonal and romantic relationships and their implications. For instance, the nationally accepted standards for RE classes make it a requirement that
they take into account information on interpersonal relationships. The focus here is that it
provides an understanding of the effects of individual differences on relationship skills,
interpersonal relationships, and effective problem-solving (Adler-Baeder, Francesca, et al. 117).
The classes a requirement for secondary school curriculum and they are the programs that entail
RME related subjects.
The other form that relationships education appears is character education (PE). This
program entails teaching and learning for personal development, social and emotional learning,
moral reasoning and cognitive development, and moral education or virtues. Karney, Benjamin
(xxiii). Lastly, the abstinence education (AE) recently incorporated to adders adolescence
healthy relationships and adulthood healthy marriages. Thus, integrating the RME programs into
abstinence education program will be an effective approach for taking RME course in middle
and high schools that will result in a bigger impact on family and consumer science education
program (Nickols, Sharon Y., et al. 275).
This paper observed that the findings of comprehensive evaluations are missing, and,
therefore, the outcomes of the RE on healthy relationship among middle and high school youth

Surname: 11
has not been adequately documented. However, attempts have been made to assess how well the
curriculum content is aligned to the suggestions of the research literature. The RE curriculum
has to a greater extent attempted to address the challenges of a healthy relationship, but its
effective implementation and to what extent it has changed the attitude, knowledge and skill of
early youths remains a challenge.

Work Cited

Surname: 12
Adler-Baeder, Francesca, et al. "Demographic predictors of relationship and marriage education
participants' pre-and post-program relational and individual functioning." Journal of
Couple & Relationship Therapy 9.2 (2010): 113-132.
AdlerBaeder, Francesca, et al. "The impact of relationship education on adolescents of diverse
backgrounds." Family Relations 56.3 (2007): 291-303. Print.
Allison, Barbara N., and Marsha L. Rehm."Effective Teaching Strategies for Middle School
Learners in Multicultural, Multilingual Classrooms."Middle School Journal (J1) 39.2
(2007):12-18. Print.
Brotherson, Sean E., and William C. Duncan. "Rebinding the ties that bind: Government efforts
to preserve and promote marriage*." Family Relations 53.5 (2004): 459-468. Print.
Brown, M. M. Home Economics: Proud Past-Promising Future. Journal of Home Economics,
1984: 76 (4), 27, 4854. Print.
Ellis, Bruce J., et al. "The evolutionary basis of risky adolescent behavior: Implications for
science, policy, and practice." Developmental Psychology 48.3 (2012): 598. Print.
Gardner, Scott P., and Rila, Boellaard. "Does Youth Relationship Education Continue to Work
After a High School Class? A Longitudinal Study*."Family Relations 56.5 (2007): 490500. Print.
Kann, Laura, et al. "Youth risk behavior surveillanceUnited States, 2013." MMWR Surveill
Summ 63.Suppl 4 (2014): 1-168. Print.

Surname: 13
Karney, Benjamin R. Adolescent romantic relationships as precursors of healthy adult
marriages: A review of theory, research, and programs. Vol. 488. Rand Corporation,

2007.

Print.
Kerpelman, Jennifer L., et al. "Evaluation of a Statewide Youth-Focused Relationships
Education Curriculum." Journal of Adolescence 32.6 (2009): 1359-1370. Print.
Laster, J. F. Principles of teaching practice in family and consumer sciences education. In S. S.
Redick, A. Vail, B. P. Smith, R. G. Thomas, P. Copa, C. Mileham, J. F. Laster, C. Fedje,
J. Johnson, & K. Alexander, Family and consumer sciences: A chapter of the curriculum
handbook, 4576, (1998b). Alexandria, VA: Association for Supervision and
Curriculum Development. Print.

Lickona, T. The return of character education. Educational Leadership. 1993 51(3), 611. Print.

McIsaac, Caroline, et al. "Conflict negotiation and autonomy processes in adolescent romantic
relationships: An observational study of interdependency in boyfriend and girlfriend
effects." Journal of Adolescence 31.6 (2008): 691-707. Print.
Nickols, Sharon Y., et al. "The family and consumer sciences body of knowledge and the
cultural kaleidoscope: Research opportunities and challenges." Family and Consumer
Sciences Research Journal 37.3 (2009): 266-283.
Rathunde, Kevin. "A comparison of Montessori and traditional middle schools: Motivation,
quality of experience, and social context." NAMTA JOURNAL 28.3 (2003): 12-53. Print.

Surname: 14
Sewell, Darby Thompson, and Helen C. Hall. "Teachers attitudes toward character education
and inclusion in family and consumer sciences education curriculum." Journal of Family
and Consumer Sciences Education 21.1 (2012): 11-17. Print.

Thomas, R. G. Thinking for ethical action in families: Family and consumer sciences meanings.
In J. F. Laster & R. G. Thomas, Thinking for ethical action in families and communities
Yearbook 17 1998b: 1527. Peoria, IL: Glencoe/McGraw-Hill. Print.

Way, W. L., & Rossmann, M. M. Lessons from life's first teacher: The role of the family in
adolescent and adult readiness for school-to-work transition. Berkeley, CA: National
Center for Research in Vocational Education. 1996. Print

Werhan, Carol, and Wendy L. Way. "Family and consumer sciences programs in secondary
schools: Results of a national survey." Journal of Family and Consumer Sciences 98.1
(2006): 19. Print.
Wolfe, David A. "Preventing violence in relationships: Psychological science addressing
complex social issues." Canadian Psychology/Psychologie Canadienne 47.1 (2006): 44.
Print.