Marriage Education Curriculum Assessment Guide[^1]

As representatives of organizations planning to provide marriage
education services in the community, you have many critical decisions to
make before offering programs or adjusting existing services. One of the
most important decisions is the choice of curriculum. There is a variety
of marriage education curricula designed to educate different types of
audiences or designed for specific delivery contexts or approaches. The
goal of the Marriage Education Curriculum Assessment Guide is to help
you select a curriculum that is most appropriate for the couples and
individuals you will be serving.

The process of completing the Curriculum Assessment Guide can aid you to
effectively review and compare marriage education materials. The Guide
offers a practical and easy-to-use review and assessment process. It is
a tool that will help you identify the marriage education program that
includes methods and topics most suitable for your project. It also may
be useful for service providers considering the option of developing a
curriculum of their own. Creating a comprehensive or specialized
marriage education curriculum is a time-consuming and challenging
undertaking. Before beginning this endeavor you are advised to
thoroughly examine the available curricula, as well as the research base
on effective marriage education programs. This knowledge will help you
include subject matter on couple relationships that research has shown
to be effective in supporting healthy marriages and relationships. A
thorough review of the research, available methods and approaches to
marriage education will help ensure your decision is fully informed.

For those organizations providing marriage education services under the
support of the Administration for Children and Families' Healthy
Marriage Initiative, it is especially critical to make an informed
curriculum choice. The curriculum selected should clearly offer
participants who have already chosen to marry or who are interested in
learning about marriage, the opportunity to acquire the skills and
knowledge necessary to form and sustain a healthy marriage. It is also
important to note that many ACF funded projects must provide a minimum
of eight hours of instruction delivered over time or delivered in
accordance with guidelines of the curriculum itself. If your
organization provides marriage education under a grant funded by ACF
please refer to the grant announcement and consult your program officer
for specific requirements concerning content or instructional hours. In
addition projects funded by ACF may not choose a curriculum that
includes explicitly religious content.

[Selecting a Curriculum]{.underline}

Selecting the most appropriate curriculum for your audience can be
challenging. Some questions to consider when choosing the best
curriculum for your audience include:

-   What topics are most important to cover according to research?

-   What other topics are important to participants?

-   Does the curriculum encourage active participation and focus on
    acquiring practical knowledge and skills?

-   Is the curriculum likely to increase the knowledge and skills needed
    to support a healthy marriage?

-   Is the curriculum likely to enhance participants' understanding of
    the benefits of marriage?

-   Is the curriculum likely to enhance participants' understanding of
    the role of commitment in marriage?

-   Does the curriculum address the particular needs or special
    circumstances of participants including the presentation of
    information in a culturally appropriate manner?

-   Is the curriculum appropriate for the setting (i.e. prisons, rural
    communities, retreats, home-based, etc.)?

-   What is the full cost of being appropriately trained in the
    curriculum, including initial and ongoing training, the cost of
    equipment, workbooks or other supplemental materials? Are the
    materials reproducible?

As you examine marriage education program materials, you will find a
wide range of approaches, topics, activities and emphases. Some topics,
such as communication, problem-solving and conflict management, are
included in most curricula, while others do not appear as consistently.
Consider several factors when thinking about subject matter that is
essential to teaching the skills and knowledge necessary to form and
sustain a healthy marriage or relationship. To some extent, your
decision will depend upon the particular needs and concerns of the
participants you are serving. Often these concerns are based on the
stage of a couple's relationship (e.g., dating, engaged, cohabiting,
newly married, married, etc.), an individual's age, cultural background
or other special circumstances. Although the characteristics and needs
of participants vary, it is important to ensure that the curriculum
includes content is linked to a healthy marriage namely, communication,
conflict resolution and commitment.[^2]

[Using the Marriage Education Assessment Guide]{.underline}

Using the Marriage Education Curriculum Assessment Guide will help you
systematically analyze a curriculum or compare curricula. Through a
systematic examination of content you will identify the specific topics
included in the curriculum's materials and identify how each is
communicated to the audience. Completing the checklists helps you to
indicate the range of topics and skill-building activities. Using the
Guide will help to ensure that your review has been comprehensive and
that you are well prepared to select the marriage education curriculum
that includes topics critical to the needs of your audience, delivery
context and program goals.

For the purposes of the assessment, topics are arranged under Minimum
Required Content, Advised Content and Optional Content lists. ACF funded
programs must include topics on the role of commitment, communication
and conflict resolution. It is also important to teach about the
benefits of marriage and the role of beliefs and values in a healthy
marriage. The wide-range of Advised Content is comprised of priority
topics associated with best practices of effective research-based
marriage education programs. These topics are combined uniquely in
different curricula. Optional Content denotes topics which are important
to achieving the learning goals of marriage and relationship education
for a particular type of audience or within a specific context. These
are supplemental topics that enhance or contextualize the Required and
Advised Content.

There is a wide variety of marriage education programs and most
incorporate one or more of the following components: awareness,
feedback, cognitive change and skills training. There is considerable
evidence that skill-based relationship education helps couples acquire
and maintain behaviors that promote positive communication and reduce
conflict. Research on participants' experiences consistently points to
communication skills training as the most helpful aspect of marriage
education.[^3] This training uses a variety of techniques including
lectures, learning activities, demonstrations and the opportunity to
practice skills and receive feedback. Adults often learn best when they
are active participants in the learning process, making concrete
applications of knowledge through practice.

In the article "A Comprehensive Framework for Marriage Education,"
researchers concluded that, "regardless of the content of marriage
education offerings, decisions need to be made about how the content is
presented and learned . . . Most marriage education programs that we
know of include a variety of methods tailored to diverse learning
styles, such as didactic presentation of information, showing examples
(e.g., video), interactive discussion and role-playing. The choice of
methods requires careful and empirically informed tailoring."[^4] While
many programs teach behaviorally based skills, they also implicitly or
explicitly promote qualities such as, respect and responsibility, and
explore common themes such as commitment or resiliency.

[Additional Resources]{.underline}

> As you select a curriculum and carry out your important work, there
> are several other resources that you may find useful. For more
> information visit:

-   The Administration for Children and Families' (ACF) Healthy Marriage
    Initiative website at <http://www.acf.hhs.gov/healthymarriage>

-   The National Healthy Marriage Resource Center at
    <http://www.healthymarriageinfo.org/>

-   See <http://www.acf.hhs.gov/programs/oro> for a list of ACF regional
    office contacts or contact Bill Coffin, Special Assistant for
    Marriage Education at ACF: <bcoffin@acf.hhs.gov>.

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+---+---+---------+----------------------------------------+-------------+

+------------------------------+----------------------+---------------+
| 3.  Number of sessions       |                      |               |
|     required or recommended  |                      |               |
|     in curriculum: Hours per |                      |               |
|     session recommended in   |                      |               |
|     curriculum : Total       |                      |               |
|     hours:                   |                      |               |
|                              |                      |               |
| > *(REMINDER: For many ACF   |                      |               |
| > funded projects, it is     |                      |               |
| > required that participants |                      |               |
| > experience a minimum of    |                      |               |
| > eight hours of instruction |                      |               |
| > delivered over time, or    |                      |               |
| > that program hours be      |                      |               |
| > aligned with the           |                      |               |
| > recommended duration based |                      |               |
| > on the guidelines of the   |                      |               |
| > curriculum itself.)*       |                      |               |
+------------------------------+----------------------+---------------+
| 4.  Number of participants   |                      |               |
|     per session recommended  |                      |               |
|     in curriculum:           |                      |               |
+------------------------------+----------------------+---------------+
| 5.  Estimated preparation    |                      |               |
|     time by instructor per   |                      |               |
|     session suggested by     |                      |               |
|     curriculum:              |                      |               |
+------------------------------+----------------------+---------------+
| 6.  Briefly describe the     |                      |               |
|     recommended              |                      |               |
|     qualifications of        |                      |               |
|     instructors:             |                      |               |
+------------------------------+----------------------+---------------+
| 7.  Special training in the  |                      |               |
|     curriculum for           |                      |               |
|     presenters is:           |                      |               |
+------------------------------+----------------------+---------------+
| > a\) not required (teach    | b\) recommended but  | c\) required  |
| > "out of the box"           | not required         |               |
| > curriculum)                |                      |               |
+------------------------------+----------------------+---------------+
| 8.  What materials,          |                      |               |
|     instructional methods    |                      |               |
|     and participant learning |                      |               |
|     activities are included  |                      |               |
|     in the curriculum?       |                      |               |
|                              |                      |               |
| (Check all that apply):      |                      |               |
+------------------------------+----------------------+---------------+

  -- --------------------- -- ---------------------- -- ---------------------
     **Materials**            **Instructional           **Learning
                              Methods**                 Activities**

     Facilitator guide or     Lecture or similar        Communication or
     workbook                 presentation (by          conflict resolution
                              facilitator or            skills practice
                              co-facilitators)          

     Participant workbook     Guided discussion         Role play or other
                              (between partners,        creative, musical or
                              within groups, whole      artistic activity
                              group)                    

     Take-home resources      Guest speakers on         Written exercise (in
     or homework              special topics            session or for
                                                        homework)

     Additional document,     Reading of text           Journal entry
     book or text                                       

     Audio Visual aids        Coaching or               Survey, quiz or
     (Computer, DVD, CD,      demonstration of          relationship
     VCR, overhead            skills by instructor,     assessment inventory
     projector, TV )          peer or mentor couple     

     Internet or web-based    Use of pictorials for     Situational analysis
     resource(s) including    low-literacy groups       of case study, couple
     podcast, webcast                                   interaction, role
                                                        play

     Flipchart or posters     Use of AV to present      Other individual
                              educational content       exercise(s)
                              (video, DVD, CD,          
                              audiotape)                

     Other material(s) -      Other instructional       Other couple or group
     list (prop, supplies,    method(s) -- list:        interactive
     learning tools,                                    exercise(s) -- list:
     resource, etc.):                                   

                                                        

                                                        

                                                        
  -- --------------------- -- ---------------------- -- ---------------------

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+---+---------------------------------------------------------------------+
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| y |                                                                     |
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| u |                                                                     |
| l |                                                                     |
| u |                                                                     |
| m |                                                                     |
|   |                                                                     |
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| t |                                                                     |
| h |                                                                     |
| a |                                                                     |
| t |                                                                     |
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| a |                                                                     |
| r |                                                                     |
| e |                                                                     |
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| i |                                                                     |
| m |                                                                     |
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| o |                                                                     |
| r |                                                                     |
| t |                                                                     |
| a |                                                                     |
| n |                                                                     |
| t |                                                                     |
|   |                                                                     |
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|   |                                                                     |
|   |                                                                     |
| t |                                                                     |
| o |                                                                     |
|   |                                                                     |
|   |                                                                     |
|   |                                                                     |
|   |                                                                     |
| y |                                                                     |
| o |                                                                     |
| u |                                                                     |
| r |                                                                     |
|   |                                                                     |
|   |                                                                     |
|   |                                                                     |
|   |                                                                     |
| p |                                                                     |
| r |                                                                     |
| o |                                                                     |
| j |                                                                     |
| e |                                                                     |
| c |                                                                     |
| t |                                                                     |
| : |                                                                     |
+---+---------------------------------------------------------------------+
|   |                                                                     |
+---+---------------------------------------------------------------------+
|   |                                                                     |
+---+---------------------------------------------------------------------+
|   |                                                                     |
+---+---------------------------------------------------------------------+

+-----+----------------------------------------------------------------+
| Ins |                                                                |
| tru |                                                                |
| cti |                                                                |
| ons |                                                                |
+-----+----------------------------------------------------------------+
| Rev |                                                                |
| iew |                                                                |
| the |                                                                |
| c   |                                                                |
| urr |                                                                |
| icu |                                                                |
| lar |                                                                |
| mat |                                                                |
| eri |                                                                |
| als |                                                                |
| and |                                                                |
| id  |                                                                |
| ent |                                                                |
| ify |                                                                |
| the |                                                                |
| ra  |                                                                |
| nge |                                                                |
| of  |                                                                |
| top |                                                                |
| ics |                                                                |
| and |                                                                |
| ski |                                                                |
| lls |                                                                |
| a   |                                                                |
| sso |                                                                |
| cia |                                                                |
| ted |                                                                |
| w   |                                                                |
| ith |                                                                |
| e   |                                                                |
| ach |                                                                |
| c   |                                                                |
| urr |                                                                |
| icu |                                                                |
| lar |                                                                |
| re  |                                                                |
| sou |                                                                |
| rce |                                                                |
| (f  |                                                                |
| aci |                                                                |
| lit |                                                                |
| ato |                                                                |
| r's |                                                                |
| gui |                                                                |
| de, |                                                                |
| p   |                                                                |
| art |                                                                |
| ici |                                                                |
| pan |                                                                |
| t's |                                                                |
| wor |                                                                |
| kbo |                                                                |
| ok, |                                                                |
| ot  |                                                                |
| her |                                                                |
| doc |                                                                |
| ume |                                                                |
| nts |                                                                |
| or  |                                                                |
| med |                                                                |
| ia) |                                                                |
+-----+----------------------------------------------------------------+
| Ass | Put a checkmark () in the "Info" column next to each topic     |
| ess | that is presented or addressed at least once in the            |
| I   | curriculum. Remember topics and associated content may         |
| nfo | represent subject matter that is represented explicitly as     |
|     | well as implicitly in the skill-building activities and        |
|     | information of each lesson, session or module.                 |
+-----+----------------------------------------------------------------+
| Ass | Put a checkmark () in the "Skills or Activities" column when   |
| ess | you find a skill-building exercise or activity that enhances   |
| Ski | knowledge or understanding of that particular topic. Skill     |
| lls | exercises and activities encourage participants to "learn by   |
| or  | doing or discussing" and serve to enhance knowledge, values,   |
| A   | self-awareness or relationship skills. These practices require |
| cti | interaction or dynamic participation by individuals, among     |
| vit | couples or within groups. When "Skills or Activities" are      |
| ies | clearly associated with information on a specific topic, place |
|     | a checkmark in both columns. Examples of skill exercises and   |
|     | activities are:                                                |
|     |                                                                |
|     | -   Practicing communication skill exercises (examples:        |
|     |     structured dialogs, guided conversations,                  |
|     |     listening/speaking skills practice, etc.)                  |
|     |                                                                |
|     | -   Discussing a case study and problem-solving strategies in  |
|     |     pairs or groups                                            |
|     |                                                                |
|     | -   Completing homework on steps to conflict reduction for     |
|     |     couples                                                    |
|     |                                                                |
|     | -   Filling-out a self or couple-relationship assessment       |
|     |                                                                |
|     | -   Participating in a role-play, game or other creative       |
|     |     activity                                                   |
+-----+----------------------------------------------------------------+

+-----+-----+----------------------------------------------------------+
| I   | Ski | Minimum Required Content                                 |
| nfo | lls |                                                          |
|     | or  |                                                          |
|     | A   |                                                          |
|     | cti |                                                          |
|     | vit |                                                          |
|     | ies |                                                          |
+-----+-----+----------------------------------------------------------+
|     |     | Commitment to healthy marriage (for current or future    |
|     |     | relationship)                                            |
|     |     |                                                          |
|     |     | -   Role of commitment, long-term vision on relationship |
|     |     |     qualities, dynamics                                  |
|     |     |                                                          |
|     |     | -   Perseverance and patience in relationship            |
+-----+-----+----------------------------------------------------------+
|     |     | Communication                                            |
|     |     |                                                          |
|     |     | -   Listening and/or speaking skills, effective          |
|     |     |     communication dynamics                               |
|     |     |                                                          |
|     |     | -   Body language, non-verbal communication              |
+-----+-----+----------------------------------------------------------+
|     |     | Conflict resolution                                      |
|     |     |                                                          |
|     |     | -   Dealing with issues, events, disagreements, quarrels |
|     |     |     and arguments                                        |
|     |     |                                                          |
|     |     | -   Speaking and listening skills to reduce verbal       |
|     |     |     conflict, escalation                                 |
+-----+-----+----------------------------------------------------------+
|     |     | Beliefs about marriage or family (cultural and/or        |
|     |     | faith-based)                                             |
|     |     |                                                          |
|     |     | -   Attitudes, ideas, values about marriage or family    |
|     |     |     life related to couple relationship                  |
+-----+-----+----------------------------------------------------------+
|     |     | Benefits of marriage (for adults, children, community    |
|     |     | and society)                                             |
|     |     |                                                          |
|     |     | -   Impact on marital and social well-being; economic,   |
|     |     |     education and health outcomes, social indicators,    |
|     |     |     finances, crime rates, etc.                          |
|     |     |                                                          |
|     |     | -   Role of marriage in society and culture(s), marriage |
|     |     |     as a social institution                              |
+-----+-----+----------------------------------------------------------+
|     |     | Qualities of healthy relationships and healthy marriages |
|     |     |                                                          |
|     |     | -   Research based qualities, characteristics and        |
|     |     |     aspects of healthy relationships and healthy         |
|     |     |     marriages                                            |
|     |     |                                                          |
|     |     | -   Values, attitudes associated with long-term,         |
|     |     |     low-conflict partnerships                            |
+-----+-----+----------------------------------------------------------+
|     |     | Total number of checks under each Minimum Required       |
|     |     | Content column                                           |
+-----+-----+----------------------------------------------------------+
| I   | Ski | Advised Content                                          |
| nfo | lls |                                                          |
|     | or  |                                                          |
|     | A   |                                                          |
|     | cti |                                                          |
|     | vit |                                                          |
|     | ies |                                                          |
+-----+-----+----------------------------------------------------------+
|     |     | Anger management                                         |
|     |     |                                                          |
|     |     | -   Emotional regulation                                 |
|     |     |                                                          |
|     |     | -   Managing emotions/feelings                           |
|     |     |                                                          |
|     |     | -   Recognizing, understanding and expressing feelings   |
|     |     |     appropriately                                        |
+-----+-----+----------------------------------------------------------+
|     |     | Caring & empathy, appreciation or soothing behaviors     |
|     |     |                                                          |
|     |     | -   Empathy skills (verbal and non-verbal), kindness,    |
|     |     |     thoughtfulness                                       |
|     |     |                                                          |
|     |     | -   Emotional supportiveness                             |
+-----+-----+----------------------------------------------------------+
|     |     | Cohabitation                                             |
|     |     |                                                          |
|     |     | -   Issues, reasons for, disadvantages of living         |
|     |     |     together before marriage                             |
|     |     |                                                          |
|     |     | -   Research on cohabiting relationships                 |
+-----+-----+----------------------------------------------------------+

+-----+-----+----------------------------------------------------------+
|     |     | Danger signs in relationships, recognizing unhealthy     |
|     |     | patterns                                                 |
|     |     |                                                          |
|     |     | -   Risk factors for chronic conflict, negative          |
|     |     |     interactions                                         |
|     |     |                                                          |
|     |     | -   Destructive, violent or controlling behavior         |
|     |     |     patterns in couple communication or interaction      |
+-----+-----+----------------------------------------------------------+
|     |     | Extended Family Relationships                            |
|     |     |                                                          |
|     |     | -   Relationships with couples' parents, siblings and    |
|     |     |     kin                                                  |
|     |     |                                                          |
|     |     | -   Relationships with mother or father of a child other |
|     |     |     than the current relationship                        |
|     |     |                                                          |
|     |     | -   Relationships with child's grandparent when mother   |
|     |     |     or father is not the current relationship            |
+-----+-----+----------------------------------------------------------+
|     |     | Financial Literacy                                       |
|     |     |                                                          |
|     |     | -   Basic money management skills (budgeting, banking,   |
|     |     |     saving, planning, investing)                         |
|     |     |                                                          |
|     |     | -   Attitudes, beliefs, practices of effective money     |
|     |     |     management                                           |
|     |     |                                                          |
|     |     | -   Individual and/or couple financial responsibility    |
|     |     |                                                          |
|     |     | -   Negotiation or communication skills related to       |
|     |     |     distribution and/or expenditure of financial         |
|     |     |     resources                                            |
+-----+-----+----------------------------------------------------------+
|     |     | Forgiveness                                              |
|     |     |                                                          |
|     |     | -   Factors to consider in making a decision to forgive, |
|     |     |     impact of forgiveness on relationships               |
|     |     |                                                          |
|     |     | -   Forgiveness versus fairness, justice and forgetting  |
|     |     |                                                          |
|     |     | -   Forgiveness behaviors (taking responsibility,        |
|     |     |     apologies, letting go)                               |
+-----+-----+----------------------------------------------------------+
|     |     | Gender roles, issues, male-female differences            |
|     |     |                                                          |
|     |     | -   Beliefs & behaviors about man or womanhood           |
|     |     |                                                          |
|     |     | -   Gender-based role expectations                       |
+-----+-----+----------------------------------------------------------+
|     |     | Goals (personal, couple and/or family)                   |
|     |     |                                                          |
|     |     | -   Goal-setting, planning for the future                |
|     |     |                                                          |
|     |     | -   Hopes and dreams                                     |
+-----+-----+----------------------------------------------------------+
|     |     | Infidelity/fidelity                                      |
|     |     |                                                          |
|     |     | -   Trust or commitment related to emotional, financial  |
|     |     |     and sexual fidelity                                  |
|     |     |                                                          |
|     |     | -   Fidelity and social boundaries                       |
+-----+-----+----------------------------------------------------------+
|     |     | Knowledge of partner                                     |
|     |     |                                                          |
|     |     | -   Partner-awareness activities                         |
|     |     |                                                          |
|     |     | -   Identify partner strengths, qualities and values     |
+-----+-----+----------------------------------------------------------+
|     |     | Knowledge of self, personality                           |
|     |     |                                                          |
|     |     | -   Self-awareness activities, self-management skills    |
|     |     |                                                          |
|     |     | -   Identify personality strengths, qualities and values |
+-----+-----+----------------------------------------------------------+
|     |     | Problem-solving                                          |
|     |     |                                                          |
|     |     | -   Identifying problems, brainstorming, exploring       |
|     |     |     options                                              |
|     |     |                                                          |
|     |     | -   Building consensus and exploring solutions           |
+-----+-----+----------------------------------------------------------+

+-----+-----+----------------------------------------------------------+
|     |     | Remarriage, stepfamily issues                            |
|     |     |                                                          |
|     |     | -   Healing from loss (examples: death of spouse,        |
|     |     |     divorce)                                             |
|     |     |                                                          |
|     |     | -   Step-parenting or co-parenting responsibilities,     |
|     |     |     complex in-law relationships                         |
|     |     |                                                          |
|     |     | -   Issues with other parent of partner's child,         |
|     |     |     multiple-partner fertility impact on relationship    |
+-----+-----+----------------------------------------------------------+
|     |     | Relationship assessment                                  |
|     |     |                                                          |
|     |     | -   Completion of an informal assessment process or      |
|     |     |     standardized assessment tool                         |
+-----+-----+----------------------------------------------------------+
|     |     | Relationship choices (dating, mate selection)            |
|     |     |                                                          |
|     |     | -   Qualities of a good mate, process of getting to know |
|     |     |     another person                                       |
|     |     |                                                          |
|     |     | -   Understanding risk factors and danger signs          |
+-----+-----+----------------------------------------------------------+
|     |     | Relationship history, past relationships                 |
|     |     |                                                          |
|     |     | -   Dating, cohabitation, non-marital parenting          |
|     |     |                                                          |
|     |     | -   Previous relationship's impact on partner or         |
|     |     |     children                                             |
+-----+-----+----------------------------------------------------------+
|     |     | Relationship phases and stages                           |
|     |     |                                                          |
|     |     | -   Stages or phases of love, couple bonding, marriage,  |
|     |     |     family cycle                                         |
|     |     |                                                          |
|     |     | -   Processes of engagement/disengagement                |
+-----+-----+----------------------------------------------------------+
|     |     | Roles and responsibilities in couple relationships       |
|     |     |                                                          |
|     |     | -   Manage basic household, family and relationship      |
|     |     |     tasks                                                |
|     |     |                                                          |
|     |     | -   Boundaries, duties                                   |
+-----+-----+----------------------------------------------------------+
|     |     | Sexual intimacy                                          |
|     |     |                                                          |
|     |     | -   Role of sex in marriage, intimacy, impact on health  |
|     |     |                                                          |
|     |     | -   Communication about sexual desires, habits of couple |
|     |     |                                                          |
|     |     | -   Bio-chemistry, social-emotional dynamics of sex      |
|     |     |                                                          |
|     |     | -   Abstinence until marriage, delayed sexual intimacy,  |
|     |     |     pregnancy and STD prevention                         |
+-----+-----+----------------------------------------------------------+
|     |     | Shared activities, spending time together as a couple    |
|     |     |                                                          |
|     |     | -   Planning and implementing couple activities          |
|     |     |                                                          |
|     |     | -   Nurturing fun, friendship                            |
+-----+-----+----------------------------------------------------------+
|     |     | Social supports                                          |
|     |     |                                                          |
|     |     | -   Using or developing network systems including        |
|     |     |     friends, kin, neighborhood and faith community that  |
|     |     |     support the couple or marriage by providing          |
|     |     |     financial or other backing and assistance (e.g.,     |
|     |     |     child care, socio-emotional, cultural)               |
+-----+-----+----------------------------------------------------------+
|     |     | Stressors, change, crisis                                |
|     |     |                                                          |
|     |     | -   Common marital/relationship stressors such as,       |
|     |     |     schedule changes, relocation, job or employment      |
|     |     |     issues                                               |
|     |     |                                                          |
|     |     | -   Special family circumstance such as, foster          |
|     |     |     parenting, children in foster care, adoption         |
|     |     |                                                          |
|     |     | -   Caretaking of chronically ill family member, aging   |
|     |     |     parent and/or a special needs child                  |
|     |     |                                                          |
|     |     | -   Strategies for handling internal/intrapersonal and   |
|     |     |     interpersonal distress                               |
+-----+-----+----------------------------------------------------------+
|     |     | Teamwork, couple identity                                |
|     |     |                                                          |
|     |     | -   Collaboration and cooperation as a couple            |
|     |     |                                                          |
|     |     | -   Couple unity \-\-- the "us" or "we" as a couple      |
+-----+-----+----------------------------------------------------------+
|     |     | Trust & trustworthiness                                  |
|     |     |                                                          |
|     |     | -   Reliable, consistent behavior in relationships       |
|     |     |                                                          |
|     |     | -   Rebuilding trust after infidelity or other breach of |
|     |     |     trust                                                |
+-----+-----+----------------------------------------------------------+
|     |     | Values                                                   |
|     |     |                                                          |
|     |     | -   Beliefs, principles, morals, ethics                  |
|     |     |                                                          |
|     |     | -   Ideals that influence commitment, marriage, behavior |
|     |     |     in personal relationships, family or kin dynamics    |
|     |     |     and/or social norms                                  |
+-----+-----+----------------------------------------------------------+
|     |     | Total number of checks under each Advised Content column |
+-----+-----+----------------------------------------------------------+
| I   | Ski | Optional Content                                         |
| nfo | lls |                                                          |
|     | or  |                                                          |
|     | A   |                                                          |
|     | cti |                                                          |
|     | vit |                                                          |
|     | ies |                                                          |
+-----+-----+----------------------------------------------------------+
|     |     | Abstinence                                               |
|     |     |                                                          |
|     |     | -   Delaying sexual activity until marriage              |
+-----+-----+----------------------------------------------------------+
|     |     | Addictions/substance abuse                               |
|     |     |                                                          |
|     |     | -   Impact of addictions/substance abuse on              |
|     |     |     relationship/marriage (examples: alcoholism,         |
|     |     |     substance abuse, gambling addiction, eating          |
|     |     |     disorders, co-dependence or other addictions)        |
|     |     |                                                          |
|     |     | -   Awareness of and referral to treatment and recovery  |
|     |     |     resources                                            |
+-----+-----+----------------------------------------------------------+
|     |     | Adoption, foster care                                    |
|     |     |                                                          |
|     |     | -   Deciding to adopt a child or provide foster care     |
|     |     |                                                          |
|     |     | -   Impact of adopting a child or providing foster care  |
|     |     |     (couple relationship/family dynamics)                |
+-----+-----+----------------------------------------------------------+
|     |     | Child support                                            |
|     |     |                                                          |
|     |     | -   Importance of providing emotional and financial      |
|     |     |     support to non-residential children                  |
|     |     |                                                          |
|     |     | -   Understanding the child support enforcement system   |
|     |     |                                                          |
|     |     | -   Strategies for healthy relationship between the      |
|     |     |     residential and non-residential parent               |
+-----+-----+----------------------------------------------------------+
|     |     | Criminal behavior/Criminal justice system                |
|     |     |                                                          |
|     |     | -   Experience with the criminal justice system          |
|     |     |                                                          |
|     |     | -   Impact of criminal behavior or incarceration on      |
|     |     |     relationships                                        |
|     |     |                                                          |
|     |     | -   Maintaining relationships during and after           |
|     |     |     incarceration                                        |
+-----+-----+----------------------------------------------------------+
|     |     | Death and dying                                          |
|     |     |                                                          |
|     |     | -   Negotiating and dealing with medical aspects of      |
|     |     |     death and dying                                      |
|     |     |                                                          |
|     |     | -   Relationships and life closure issues                |
|     |     |                                                          |
|     |     | -   Memorial and burial arrangements, estate planning    |
|     |     |     and disbursement                                     |
+-----+-----+----------------------------------------------------------+

+-----+-----+----------------------------------------------------------+
|     |     | Employment                                               |
|     |     |                                                          |
|     |     | -   Making decisions about employment                    |
|     |     |                                                          |
|     |     | -   Seeking employment, enhancing employability skills   |
|     |     |     and maintaining employment\                          |
|     |     |     Impact of employment or lack of employment on        |
|     |     |     couple/family dynamics                               |
+-----+-----+----------------------------------------------------------+
|     |     | ESL, assimilation                                        |
|     |     |                                                          |
|     |     | -   Overcoming language/cultural barriers to enhance     |
|     |     |     couple and family communication or stability         |
|     |     |                                                          |
|     |     | -   Resettlement issues impact on couple and family      |
|     |     |     relationships                                        |
+-----+-----+----------------------------------------------------------+
|     |     | Health, illness, safety                                  |
|     |     |                                                          |
|     |     | -   Health and safety behaviors (examples: preventive    |
|     |     |     health care, immunizations, safety belts; bicycle    |
|     |     |     helmets; smoke/carbon monoxide detectors)            |
|     |     |                                                          |
|     |     | -   Illness (examples: short-term, chronic, and/or       |
|     |     |     terminal illness, surgeries)                         |
|     |     |                                                          |
|     |     | -   Accidental injuries, Awareness of referrals for      |
|     |     |     health and safety information                        |
+-----+-----+----------------------------------------------------------+
|     |     | Housing                                                  |
|     |     |                                                          |
|     |     | -   Locating stable and safe housing                     |
|     |     |                                                          |
|     |     | -   Financial aspects of housing (renting, buying a      |
|     |     |     house)                                               |
+-----+-----+----------------------------------------------------------+
|     |     | Mental health, mental illness                            |
|     |     |                                                          |
|     |     | -   Mental illness, such as: bi-polar, depression,       |
|     |     |     anxiety, post-partum depression, ADHD                |
|     |     |                                                          |
|     |     | -   Awareness of referral resources for mental health    |
|     |     |     services                                             |
+-----+-----+----------------------------------------------------------+
|     |     | Parenting, co-parenting (fatherhood, motherhood)         |
|     |     |                                                          |
|     |     | -   Impact of becoming and/or being a parent on the      |
|     |     |     relationship/marriage                                |
|     |     |                                                          |
|     |     | -   Parent involvement and parenting strategies --       |
|     |     |     discipline plans, parenting responsibilities         |
|     |     |                                                          |
|     |     | -   Impact of parent, couple relationship on well-being  |
|     |     |     of children                                          |
+-----+-----+----------------------------------------------------------+
|     |     | Pregnancy, Prenatal, Post-Natal                          |
|     |     |                                                          |
|     |     | -   Impact of pregnancy on couple relationship and       |
|     |     |     family dynamics                                      |
|     |     |                                                          |
|     |     | -   Prenatal healthy care                                |
|     |     |                                                          |
|     |     | -   Preparing for the birth of a child                   |
|     |     |                                                          |
|     |     | -   Infant development and care                          |
|     |     |                                                          |
|     |     | -   Impact of infant on couple relationship and family   |
|     |     |     dynamics                                             |
+-----+-----+----------------------------------------------------------+
|     |     | TANF services                                            |
|     |     |                                                          |
|     |     | -   Understanding the child support enforcement system   |
|     |     |                                                          |
|     |     | -   Impact of being a TANF recipient on couple/family    |
|     |     |     dynamics                                             |
|     |     |                                                          |
|     |     | -   Preparing to discontinue TANF supports               |
+-----+-----+----------------------------------------------------------+
|     |     | Total number of checks under each Optional Content       |
|     |     | column                                                   |
+-----+-----+----------------------------------------------------------+

Curriculum Summary

In summarizing the number of topics and skills/activities found in the
curriculum consider the following questions:

1.  Does the curriculum contain all of the Minimum Required Content
    topics?

2.  Do the range of topics, instructional methods and learning
    activities in the curriculum meet the needs of the participants?

  --------------------------- ------------ -------------- ----------------
  Content Type                No. of chart Total "Info"   Total "Skills or
                              topics       topics         Activities"
                                                          topics

  Minimum Required Content    6                           

  Advised Content             26                          

  Optional Content            14                          

  Total                       46                          
  --------------------------- ------------ -------------- ----------------

+-----------------------------------------------------------------------+
| Preparation and Implementation (Optional)                             |
+-----------------------------------------------------------------------+
| If instructor training or certification is required, consider the     |
| following:                                                            |
+-----------------------------------------------------------------------+
| > 1\. Is training offered at a time and location convenient to your   |
| > program implementation plan?                                        |
+-----------------------------------------------------------------------+
| > a\. Locations where training will take place:                       |
+-----------------------------------------------------------------------+
| > b\. Possible or actual dates for instructor training:               |
+-----------------------------------------------------------------------+
| > 2\. What are the estimated costs associated with preparation and    |
| > implementation?                                                     |
+-----------------------------------------------------------------------+
| > a\. What are the estimated **one-time costs** associated with       |
| > instructor training or certification (include registration,         |
| > materials fees and travel)?                                         |
+-----------------------------------------------------------------------+
| > b\. In order to implement the curriculum, what equipment or         |
| > materials need to be purchased?                                     |
+-----------------------------------------------------------------------+
| c\. What are the estimated costs ***per participant*** for            |
| participation (e.g., workbooks, scoring services, etc.)?              |
+-----------------------------------------------------------------------+

DRAFT for informational purposes only. Developed by ACF Marriage
Education Curriculum Committee. Please send comments to:
bcoffin@acf.hhs.gov

[^1]: DRAFT for informational purposes only. Developed by ACF Marriage
    Education Curriculum Committee: Josephine Hauer, Larry McDowell,
    Barbara Andrews, Lewissa Swanson, Pam Marr and Bridget Minor in
    consultation with Bill Coffin. Please send comments to:
    bcoffin@acf.hhs.gov

[^2]: Adler-Baeder F, Higginbotham B, Lamke L. Putting Empirical
    knowledge to Work: Linking Research and Programming on Marital
    Quality in *Family Relations*, 2004, 53:5, 537-546.

[^3]: Jakubowski, Milne, Brunner, & Miller. A Review of Empirically
    Supported Marital Enrichment Programs in *Family Relations,* 2004,
    53:5, 528-536

[^4]: Hawkins, Carroll, Doherty & Willoughby. A Comprehensive Framework
    for Marriage Education in *Family Relations,* 2004, 53:5, 547-558.