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Learning how relationships work: a thematic analysis of young people and relationship professionals’ perspectives on relationships and relationship education

BACKGROUND: Relationships in various forms are an important source of meaning in people’s lives that can benefit their health, wellbeing and happiness. Relationship distress is associated with public health problems such as alcohol misuse, obesity, poor mental health, and child poverty, whilst safe,...

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Autores principales: Benham-Clarke, Simon, Ewing, Jan, Barlow, Anne, Newlove-Delgado, Tamsin
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9745266/
https://www.ncbi.nlm.nih.gov/pubmed/36514023
http://dx.doi.org/10.1186/s12889-022-14802-5
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author Benham-Clarke, Simon
Ewing, Jan
Barlow, Anne
Newlove-Delgado, Tamsin
author_facet Benham-Clarke, Simon
Ewing, Jan
Barlow, Anne
Newlove-Delgado, Tamsin
author_sort Benham-Clarke, Simon
collection PubMed
description BACKGROUND: Relationships in various forms are an important source of meaning in people’s lives that can benefit their health, wellbeing and happiness. Relationship distress is associated with public health problems such as alcohol misuse, obesity, poor mental health, and child poverty, whilst safe, stable, and nurturing relationships are potential protective factors. Despite increased emphasis on Relationship Education in schools, little is known about the views of relationship professionals on relationship education specifically, and how this contrasts with the views of young people (YP). This Wellcome Centre for the Cultures and Environments of Health funded Beacon project seeks to fill this gap by exploring their perspectives and inform the future development of relationship education. METHODS: We conducted focus groups with YP (n = 4) and interviews with relationship professionals (n = 10). The data was then thematically analysed. RESULTS: Themes from YP focus groups included: ‘Good and bad relationships’; ‘Learning about relationships’; ‘the role of schools’ and ‘Beyond Relationship Education’. Themes from interviews with relationship professionals included: ‘essential qualities of healthy relationships’; ‘how YP learn to relate’ and ‘the role of Relationship Education in schools’. CONCLUSIONS: YP and relationship professionals recognised the importance of building YP’s relational capability in schools with a healthy relationship with oneself at its foundation. Relationship professionals emphasised the need for a developmental approach, stressing the need for flexibility, adaptability, commitment and resilience to maintain relationships over the life course. YP often presented dichotomous views, such as relationships being either good or bad relationships, and perceived a link between relationships and mental health. Although not the focus of current curriculum guidance, managing relationship breakdowns and relationship transitions through the life course were viewed as important with an emphasis on building relational skills. This research suggests that schools need improved Relationship Education support, including specialist expertise and resources, and guidance on signposting YP to external sources of help. There is also potential for positive relationship behaviours being modelled and integrated throughout curriculums and reflected in a school’s ethos. Future research should explore co-development, evaluation and implementation of Relationship Education programmes with a range of stakeholders.
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spelling pubmed-97452662022-12-13 Learning how relationships work: a thematic analysis of young people and relationship professionals’ perspectives on relationships and relationship education Benham-Clarke, Simon Ewing, Jan Barlow, Anne Newlove-Delgado, Tamsin BMC Public Health Research BACKGROUND: Relationships in various forms are an important source of meaning in people’s lives that can benefit their health, wellbeing and happiness. Relationship distress is associated with public health problems such as alcohol misuse, obesity, poor mental health, and child poverty, whilst safe, stable, and nurturing relationships are potential protective factors. Despite increased emphasis on Relationship Education in schools, little is known about the views of relationship professionals on relationship education specifically, and how this contrasts with the views of young people (YP). This Wellcome Centre for the Cultures and Environments of Health funded Beacon project seeks to fill this gap by exploring their perspectives and inform the future development of relationship education. METHODS: We conducted focus groups with YP (n = 4) and interviews with relationship professionals (n = 10). The data was then thematically analysed. RESULTS: Themes from YP focus groups included: ‘Good and bad relationships’; ‘Learning about relationships’; ‘the role of schools’ and ‘Beyond Relationship Education’. Themes from interviews with relationship professionals included: ‘essential qualities of healthy relationships’; ‘how YP learn to relate’ and ‘the role of Relationship Education in schools’. CONCLUSIONS: YP and relationship professionals recognised the importance of building YP’s relational capability in schools with a healthy relationship with oneself at its foundation. Relationship professionals emphasised the need for a developmental approach, stressing the need for flexibility, adaptability, commitment and resilience to maintain relationships over the life course. YP often presented dichotomous views, such as relationships being either good or bad relationships, and perceived a link between relationships and mental health. Although not the focus of current curriculum guidance, managing relationship breakdowns and relationship transitions through the life course were viewed as important with an emphasis on building relational skills. This research suggests that schools need improved Relationship Education support, including specialist expertise and resources, and guidance on signposting YP to external sources of help. There is also potential for positive relationship behaviours being modelled and integrated throughout curriculums and reflected in a school’s ethos. Future research should explore co-development, evaluation and implementation of Relationship Education programmes with a range of stakeholders. BioMed Central 2022-12-13 /pmc/articles/PMC9745266/ /pubmed/36514023 http://dx.doi.org/10.1186/s12889-022-14802-5 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Research
Benham-Clarke, Simon
Ewing, Jan
Barlow, Anne
Newlove-Delgado, Tamsin
Learning how relationships work: a thematic analysis of young people and relationship professionals’ perspectives on relationships and relationship education
title Learning how relationships work: a thematic analysis of young people and relationship professionals’ perspectives on relationships and relationship education
title_full Learning how relationships work: a thematic analysis of young people and relationship professionals’ perspectives on relationships and relationship education
title_fullStr Learning how relationships work: a thematic analysis of young people and relationship professionals’ perspectives on relationships and relationship education
title_full_unstemmed Learning how relationships work: a thematic analysis of young people and relationship professionals’ perspectives on relationships and relationship education
title_short Learning how relationships work: a thematic analysis of young people and relationship professionals’ perspectives on relationships and relationship education
title_sort learning how relationships work: a thematic analysis of young people and relationship professionals’ perspectives on relationships and relationship education
topic Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9745266/
https://www.ncbi.nlm.nih.gov/pubmed/36514023
http://dx.doi.org/10.1186/s12889-022-14802-5
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