I. Communication Based Therapies

         1. Goals of marital therapy

A. Depends on model: not all the same
B. Communication can be seen as means or end itself
C. Rogerian emphasis & communication
        1. Conjugal therapy approach
        2. Paraphrasing and reflection techniques
        3. Enhancing understanding
        4. Active listener skills

                    D. Behavioral Skills Approaches
                        1. Analyzing communication skills
                        2. Topography of communication
                               (a) Physicalistic emphasis
                        3. Stylistic features
                                (a) Assertive I-statements
                                (b) Pin-pointing
                                (c) Parroting, broken record
                                (d) On-target vs. sidetracking
                                (e) Use of dispositional (motivation) terms
                                (f) Universals & absolutes

II. Prevention And Enrichment: Promise And Reality

           1. Understanding prevention   Pevention Science

       A . What do prevention programs "prevent"? See Divorce Facts
       B. Prevention terminology
             Primary prevention -- public health model (put it in water)
             Secondary prevention -- identify people at risk, and train
            Tertiary prevention -- treat disorders (prevent worsening)
                Risk and protective factors

     C. Understanding cause-effect relationship
          Is "normal" the absence of "abnormal"?
          Teaching skills based on what distressed couples do
          Does the absence of aspirin cause headaches?

     D. Relative costs of modes of delivery
           "Putting it in the water" vs. hands on approaches
            Public Heath vs. other approaches
           Self-help books
             Listings of availablepsychoeducational formats

      E. "If it's not broken, don't fix it." Is this reasonable approach?

II. Aims of prevention program

A. Decrease divorce rate
B. Positive generational effects
       (a) Parenting skills
       (b) Reduce child disorders
       (c) Family integrity
C. Provide generic usable skills (e.g., conflict management)

     III. Conceptual Bases of Programs

        A. Behavior theory (e.g., PREP: Markman)
        B. Rogerian theory (e.g., Conjugal: Guerney)
        C. Systems theory (e.g., MCCP)
        D. Group process approaches

     IV. Sample Contents of Programs

      A. Communication & problem solving
      B. Clarification of values & expectations
      C. Sexuality & intimacy
      D. Awareness of relationship dynamics
      E. Negotiation of roles

    VII. Methodological Issues

     A. How long-term is long-term?
     B. Sleeper effects - notice effect after post test
          Post test vs. follow up gains
    C. Subject selection factors
    D. Instability of predictor variables
        Temporal limits of predictor variables
    E. Cross sectional vs. longitudinal designs

    VIII.  Facts related to prevention goals [Markman & Stanley]

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