In order to obtain some indication of the extent of provision of relationship education, the Research Team undertook to contact a range of organisations that were thought to have some involvement in the provision of education services. Where these organisations provided programs that fell within the established criteria for the study (see section 3.2) they were included in the mapping survey. As part of this process a significant amount of information that fell outside the scope of the mapping exercise was also obtained. This information is presented in summary form in this chapter.
6.1 Community health / mental health services
Within regional and metropolitan areas of the eastern states several relationship education programs (for example, ante and postnatal programs, personal development, self-esteem, conflict resolution, anger management, life skills) were located and included in the data analysis for the development of the typology. A number of programs that did not fit the criteria for the study (that is, programs where less than 2 hours of relationship education were embedded in parenting or antenatal programs, where programs had not be offered in the last 12 months) were also located.
Some regional centers indicated that they were intending to offer short courses on a range of issues including assertiveness, loss and grief, communication and goal setting in the near future. Many centers offered counselling services only, despite there being a clear need for educative programs. Provision was hampered in some locations by lack of access to 'good programs', although a number of providers reported referring clients to other organisations in their regions (for example, hospitals) or to larger organisations in the closest city. One rural worker noted that there is a great need for professional development for workers in community-based agencies.
Outside of the eastern states, respondents indicated that some community health nurses and primary health workers were relied upon to provide some relationship counselling in the communities in which they worked. This only occurred if there were funds available. As relationship education was not the primary focus of their duties, it could only be offered in a limited way or not at all. This was problematic if people were unable to gain access to services in a main town. One community nurse reported that public and private transport problems could lead to people (especially women) to becoming depressed and isolated, and the lack of services further exacerbated these circumstances. Declining levels of self-esteem and self-confidence over time also enhance a person's lack of willingness to access services even where they were available. Small rural communities were also seen to pose significant problems for gay and lesbian couples where identification with these groups was often difficult due to prejudice and a shortage of services in which the relevant issues can be discussed.
6.2 Corrections and juvenile justice
During the course of the study members of the Research Team made extensive efforts to contact Program Managers within the corrections and juvenile justice systems but had limited success, despite having made multiple phone calls followed up by fax and e-mail contact. Hence the picture of relationship education programs provided by organisations in this area is somewhat limited.
Correctional facilities
In South Australia prisons conduct a range of programs. A women's correctional facility offers relationship education programs through its on-site education centre. These courses are co-ordinated through the prison social workers and outside agencies that offer relationship education.
Within a number of men's facilities a range of programs are offered. A manager of intervention services and social workers coordinates most services. These programs address a range of issues including anger management, victim awareness, domestic violence, abuse of alcohol and other drugs, grief/loss, communication and some individual counselling.
A community corrections centre also offers a similar range of programs largely in cooperation with outside agencies including community health centres, domestic violence workers, and providers funded through the Family Relationships Services Branch. Some courses are compulsory through court orders.
One corrections facility that caters for youths aged 15 - 18 years does not offer relationship education specifically. However a range of issues such as stereotypes in society and how they affect behaviour, how males fit into society, family, peers, and effects on victims of crime are covered during groups discussions and individual counselling.
Within other corrections facilities across the country, the issue of relationship education takes on a different perspective and is shaped by the characteristics of the client groups they serve. The following examples provide an overview of some of different approaches:
Facility 1
- This facility houses mainly sex offenders. In addition to being offered individual counselling, prisoners are offered the opportunity to attend a number of courses including a program that incorporates three linked courses - adult relationships, gender attitudes and social skills. The program is one month in duration, comprising five two-hour sessions for each section of the program with assessment and feedback (a total of 30 hours). Evaluation is conducted post course but there are plans to include a pre-course assessment in the near future.
Facility 2
- A facility offers a six-week relationship education program dealing with issues such as what is a relationship, myths about relationships, values and cultural differences, communication, assertiveness, self esteem, violence, conflict resolution and separation (feelings of failure, disappointment and anger).
Facility 3
- A medium /minimum-security facility offers programs conducted within the prison by external providers. One of these programs is a psychodrama workshop that has a relationship education focus.
Facility 4
- A centre that houses maximum and medium security female prisoners offers a number of skills-based treatment programs, conducted by an external provider at the centre. These cover a range of issues including relationship skills, looking closer at relationships, communication and assertiveness, consequential thinking, anger management, beyond violence, stress management and parenting. They can vary in length from 2 to 24 hours in length.
Juvenile Justice facilities and units
Facility 1
- A juvenile facility conducts a three-stage violence prevention program entitled Stop, Think, Do based on cognitive behavioural therapy (CBT) (i.e. relaxation techniques, 'I' Messages, 'stop, think, do', thinking/anger journals). The sessions are conducted four times a week and are of approximately 45 minutes duration. Rather than mandating attendance, incentives such as access to TV, stereos and chocolate bars are offered to those attending the program. In stage one (20 sessions) the concept of anger and its impact on others is discussed. In stage two (48 sessions) the content material of stage one is reviewed and then respect and putdowns are discussed along with strategies to assist with these issues. Another facility offers two programs entitled Switched On and Spit the Dummy.
Facility 2
- One juvenile justice unit contacted for the study offers an anger management course for 10 - 22 year olds.
6.3 Defence forces
Relationship education is provided to personnel and their families through
- the Defence Community Organisation (DCO) and
- the Chaplains.
The DCO provides a comprehensive range of social work, family liaison and educational liaison services and programs to personnel in the Army, Navy and Air Force and their families.
The nine member and family support programs offered by DCO are supported by social workers, family liaison officers, military support officers and administrative staff. These programs include Client Services, Child Care, Family Support Funding Program and Families with Special Needs. The DCO is headquartered in Canberra with regional offices in all states and territories. The states have been divided into area teams, each team consisting of social workers providing social support and family liaison officers who assist with community information. A regional Education Liaison Officer is located in each capital city and Townsville.
DCO offers the following relationship education services:
Relationship Briefings
When personnel join the Defence Force they attend briefings on how their job will affect them and their relationships. They are also given information on how the environment in which they work may lead to relationships with co-workers and / or members of the local community (for example, in isolated areas for training). For some personnel who will be working in high security areas there can be additional strains on relationships with partners and family because they will not be able to discuss their work. The effects this can have on social and work relationships are also discussed.
Deployment Briefings
Unless there is insufficient notice of deployment, personnel are given a series of briefings on the effects of their deployment. These briefings will cover issues such as the local customs and cultural beliefs of the country they will be deployed to, information on health issues (vaccinations required, health risks), the stress and emotional reactions that they may experience and the effects on partner and family.
When personnel return from their deployment they are also briefed on returning to their relationship and / or family. Topics such as intimacy, how to re-establish the partnership and how children may react are covered.
While personnel are on deployment, some DCOs will offer weekly family support meetings. When personnel are due for return, the person leading the support group will discuss the effects of the partner's return. Topics covered will include return to intimacy, effects on the relationship, returning to 'normal', the effects on children and how the environment in which the personnel were serving may have affected the partner (for example they may have been traumatised by what they have seen or experienced).
Other programs are available and their delivery is determined by a number of factors including:
- need of the local area and staffing and resources of the DCO;
- the location and staffing at the base. For example, DCOs at bases where there is a high level of deployment, either for training or operations, will run more relationship based courses. Relationship education is less likely at bases where personnel are younger and there are fewer established partnerships and / or children;
- Some DCOs may also link with local community organisations that have established courses that would be appropriate to the needs of the personnel.
One DCO contacted had piloted and run the following courses:
- Relationship Enhancement for Couples - a one day course covering topics including looking after yourself and your relationship, communication patterns, conflict resolution, what you bring to your marriage, having fun together, and how to stay together and enjoy it - even with kids.
- Rebuilding After Relationship Break-up - a men's information program conducted one night a week for six weeks. Topics covered include surviving relationship break-up, legal matters (Child Support Agency, Family Court), conflict resolution, handling emotions, looking after yourself, re-partnering, changed parenting arrangements.
- Dads Caring for Kids - a ten-week program (three hours per week) conducted in conjunction with two other community health and welfare organisations. The program includes the following topics - what is a father, quality time, communication with kids, childhood behaviours, nutrition, what is discipline?, childhood illnesses, home care and home management, stress and relaxation, resolving conflict.
- Fathers/husbands/parents - a one-day program run in conjunction with a FRSP provider. Mums in the Military - this program was funded by a local community agency and run in conjunction with the agency social worker and the DCO Family Support Officer.
At the time of the data collection, another DCO was about to pilot a new program
Assisting Partners New to Defence. This course will cover topics such as information on the defence force, the work environment and how these can affect personnel and their partners and family.
The work of the Chaplains can vary according to the size of the base and the number of personnel. If a chaplain is assigned to a base they will accompany personnel on operations and exercises. The chaplains provide a range of services including
- one to one confidential counselling - this form of counselling can be initiated 'outside the formal chain of command' and this can be preferred by personnel who do not want others to know about their personal issues;
- pre-marriage counselling and pre marriage / partnership courses - the chaplains generally provide these services to all denominations unless a person specifically requests services of a priest / chaplain from a particular denomination. Sub 1 for Marriage is a course that is used by some chaplains as a pre-marriage course. The course is conducted over one day and covers issues such as communication, sex and sexuality, the effects of defence life on the partnership and support services available in the Defence Force.
6.4 Employee Assistance Programs (EAPs)
A total of 20 Employee Assistance Programs were contacted from across Australia to ascertain their involvement in providing relationship education. Just over half of these organisations do not offer any relationship education but offer a range of relationship counselling services, some of which may culminate in a referral to a relationship education program.
A number of organisations reported that they were already, or were in the early stages of, developing various programs for the workplaces. These included:
- lunch time seminars on assertiveness, conflict resolution, communication skills, self-esteem and stress management (Victoria);
- the piloting of the relationship education component of the Positive Parenting Program (PPP) with general staff members at a large metropolitan university. There are plans to target a number of workplaces this year as well as banks and unions (Queensland);
- relationship education in mining communities that have a 'fly in fly out' arrangement. They run programs that address reintegration issues as well as stress and depression (Western Australia); and
- a program based on a book entitled Enhancing Relationships written by Grant Brecht (New South Wales).
The research study also identified a number of programs being offered by FRSP providers (for example
Men at Work program is offered by a FRSP provider in New South Wales; services are also offered in regional and metropolitan Victoria):
- relationship education programs offered according to the needs of the client are offered. The duration of the program is determined by the needs of the client (for example, stress management may be offered as a one hour or a whole day program) (Victoria).
6.5 Hospitals
A number of public hospitals in both regional and metropolitan areas were contacted during the course of the study. Many hospitals provide counselling services, although courses such as men's parenting and antenatal classes were located in both areas. Courses across a wider range of relationship issues (such as conflict resolution, communication, life skills) appeared to be more readily available in metropolitan than regional public hospitals.
Within regional areas trained workers from organisations and other mainstream providers are used to conduct antenatal and parenting groups. The PPP (
Positive Parenting Program) was mentioned in a few instances but it was noted by one worker as being 'fine for typical middle class parents but not for those that are barely literate'. Another worker in a regional area noted that 90% of all clients presenting with drug and alcohol related problems also have relationship problems but no services were available through the hospital to deal with these complex sets of issues.
Within the private hospital system, counselling rather than relationship education services appears to be offered. If the need arose, clients were usually referred to other service providers.
6.6 Maternal and child health centres
Within regional areas of the eastern states only a few programs that fitted the criteria for the study were identified. Some nurses contacted for the study believed that there was a huge need for relationship education in their communities, but lack of funding and trained staff to offer programs were significant barriers.
Within metropolitan areas a number of nurses reported they used external providers to offer relationship education within the centre or they referred clients to larger agencies or private psychologists for services. The majority of nurses, however, indicated that they often addressed relationship issues informally – for example, as part of mother's groups or in the course of consultations. One respondent also noted that there were significant demands being placed on the few available services for clients on low incomes.
6.7 Neighbourhood centres / community centres
A few programs within both regional and metropolitan areas that fitted the criteria for inclusion in the survey of programs were noted. A number of workers in regional areas expressed the opinion that relationship education programs were needed in their areas but were not available due to a lack of funds for program development and training of workers to conduct programs.
Within metropolitan areas, a few workers offer support groups for sole parents, new parents and women that incorporate relationship education at an informal level. Some offer counselling, while others refer clients to mainstream providers of relationship education services.
6.8 Religious groups
Whilst many churches play a significant role in the provision of relationship education services and much of this activity was well documented and able to be included in the mapping component of the study, discussions with central offices of a number of different faith groups illustrated that the provision of relationship education can be integrated into a number of practices within each faith community.
Within the
Catholic and
Anglican traditions a large component of relationship education services (including pre-marriage and marriage enrichment courses) are largely offered either through their social services / welfare organisations or as part of world wide organisations such as the Marriage or Engaged Encounter movements. There were some instances where use was made of services provided from outside the denomination (for example Anglican clergy in a rural diocese making referrals to Centacare).
Many clergy are also able to offer services using inventories such as PREPARE or FOCCUS and one-to-one and couple counselling. Some individual clergy may offer relationship educations programs (sometimes designed and developed by themselves) through their own parish (for example where a parish has decided that pre-marriage education is compulsory), but the decision to provide these services is usually a personal one and dependent on a range of factors including geographic location, the needs of the community (for example the demographic profile of the parish, the number of marriages performed) and the individual preferences of the clergy. In many instances these services are transitory in nature and are sustained only as long as individual clergy remain to provide leadership for the service and / or there is a sustained interest and support from their congregation for the service. The large majority of these programs are sustained by the voluntary work of parishioners, which also impacts on the long-term viability of some programs.
Some Anglican parishes within the Armidale diocese reported using the four video series
Growing in Marriage by Selwyn Hughes while others run occasional workshops. Youth work activities in larger regions (for example, in Tamworth) can also provide an avenue for relationship education and mother's groups support marriage and family both informally and formally through offering occasional workshops.
Within the
Uniting Church, central bodies that provide a range of relationship education services serve those churches located in states that have large denomination populations. Individual parishes may also elect to provide their own services that may be adaptations of existing courses. Some parishes use inventories such as PREPARE or ENRICH.
Within the
Presbyterian tradition, individual parish pastors offer pre-marriage counselling to individuals and couples. The pastors are also available for one-to-one and couple counselling at any time. Post wedding support for couples is offered at an informal level through bonds developed with members of the congregation. Bible studies are also a common mechanism for learning about relationships. These groups may use materials produced by a local church or materials produced elsewhere (for example videos from the United States).
Some churches may also respond to the concerns of their community and offer information on areas of concern (for example
How to Drug-proof Your Children). Information about relationships has also been provided through established groups within a particular parish (for example, the Ladies Fellowship) across a range of issues. The following examples from ministers based in two larger churches in Queensland provide further evidence of the scope and nature of the services that are may be provided to a congregation:
Church 1
- offers a six-week pre-marriage course based on material developed within the church addressing issues relating to communication, conflict resolution, attitudes, sexuality, family planning, finances and religion;
- the services of three counsellors are available for post wedding counselling;
- a weekend marriage enrichment program is occasionally conducted by a specialist couple;
- mentoring programs for young people offer informal/incidental relationship education;
- psychologists in the congregation offer counselling to parish members.
Church 2
- PREPARE is used for pre-marriage relationship education; and
- the youth groups run sessions on sexuality, peer pressure, self-image and self-esteem as part of Bible study.
Other providers of relationship education within the Presbyterian Church are
Fresh Start Ministries that offer two streams of divorce recovery and remarriage programs (support groups and audio / video tapes from the USA) on a voluntary basis to churches including those of alternative denominations.
Straight Talk offers a program for young people entitled
The Price Tag of Sex through schools, churches and youth groups. It is based on Christian values and promotes abstinence as a positive choice.
The
Greek Orthodox Church across Australia provides pre and post wedding counselling to individuals and couples through their priests. The exact nature of these services will depend on the knowledge, skills and interests of the individual priest (for example, in one church in Adelaide, the priest was also trained as a social worker and was able to offer additional skills and knowledge to his parish).
In Victoria non-compulsory pre-marital courses are available through Greek Welfare and some couples are referred to providers from other faith denominations (for example the Anglican Church). Discussion groups within churches often focused on issues relating to the family. In Greek Orthodox schools, aspects of relationship education (for example, self-esteem) are embedded in the religious studies curriculum.
In New South Wales marriage preparation seminars have been conducted within the Greek Orthodox Church since the late 1980s. These information-based, non-funded programs are conducted two or three times per year. Speakers address issues such as communication, legal rights, religious issues, sexuality and roles of couples. Other seminars are conducted throughout the year addressing communication, conflict resolution, drug, alcohol and cultural issues. Relationship education is also addressed in youth groups attached to individual churches.
Provision of services in Queensland follows a similar pattern to that of New South Wales. A respondent noted that marriage preparation seminars place a strong emphasis on the high rate of divorce and cross-cultural issues. Workshops addressing sexuality, addiction, and cross-cultural issues that have relationship education embedded in them are offered mainly to young people. The church in Queensland has also worked closely with Relationships Australia providing cultural advice on request.
Within the
Baptist tradition each church operates as an autonomous body and each will choose what social services to provide for their members. Service provision is usually determined by the perceived needs, although some pastors may routinely offer services such as PREPARE or ENRICH, as well as other counselling and pastoral services. The ministers of two large Baptist churches contacted in Victoria indicated that the following relationship education is conducted through their churches:
Church 1
Formal
- Pre-marital relationship education is conducted over 4-5 sessions using PREPARE and ENRICH;
- A group entitled Search for Life is conducted where group members address issues relating to self-esteem, rejection, boundaries and assertiveness;
- A three-day seminar based on an American program entitled Ancient Paths. Participants examine family of origin, boundary and spirituality issues in relation to the formation of their own and their children's identity and unique destiny;
- There are plans to send facilitators to the Mt Evelyn Church of Christ so that the church can conduct the programs Man to Man and Woman to Woman next year.
Informal
- Support groups for young people aged 13-25 in which sexuality and relationship issues are addressed by the pastor;
- Young adults program where older group members mentor younger group members;
- Divorce recovery group led by a couple who have experienced divorce;
- Conflict resolution course run twice a year for 4-5 days.
Church 2
- PREPARE is used with all marrying couples;
- Currently training someone to administer ENRICH;
- Pastor indicated that a few seminars have been conducted but a lot more needs to be done.
The pastor of one of the larger churches in NSW indicated that a range of services were offered including:
- A counselling team offers PREPARE to marrying couples;
- The team also conducts a separation/divorce workshop over several weeks;
- Small study groups discuss the issue of relationships and marriage regularly;
- Relationship talks with discussion time are offered to young people occasionally;
- The issue of relationships is addressed regularly in the Sunday sermon.
Representatives from Baptist churches in Queensland reported:
- Relationship education courses such as Making Good Marriages Work, Issues Facing Young People in the 2000s, Issues Faced by Single Adults and Parents are People Too are offered through the head office of the Baptist church in Queensland. The courses are offered as part of community outreach or in-house although the general public has access to the in-house courses when they are offered to parents of children in play groups;
- Four or five times per year one day courses examining issues relating to self esteem, assertiveness, depression and coping, grief and loss, anxiety and anger management are conducted through the head office attended by members of the community and the churches;
- A 6-month course addressing self-esteem and assertiveness is conducted for co-dependent women who are either separated or currently in a relationship. The course is structured but flexible and attendance is once a week for two hours.
Depending on the size of the population in the state or territory, the
Lutheran church may offer services from a centralised location (some of these programs have been included in the program survey component of the study). Individual pastors may provide relationship education using inventories such as PREPARE or ENRICH. One pastor contacted for this study noted that while attendance at a pre-marriage education program was not mandatory, if a couple chose not to go to a course, the pastor would have a number of meetings with the couple. In some instances individual congregations offer programs delivered by people from the parish or with the assistance of staff from the centralised agency. One parish reported having tried to offer marriage enrichment programs but it has proved to be very difficult to encourage couples to participate. This was attributed in part to the reluctance that people felt about sharing personal information about their lives with other members of the congregation who knew them.
Lutheran church communities contacted during the course of the study reported using a range of strategies to support family life. The following are a few examples of these strategies:
- Parents being supported by a parish nurse who helps young mothers adjust to the birth of a child. The parish also provides a group for first time dads where their roles as a husband and father are discussed;
- Conducting a marriage enrichment group each year using material based on the work of David Ludwig;
- Families and couples meeting once a month or once a fortnight (small group ministry) for relational support and guided discussion usually based on reading a book or watching a video.
Within the
Islamic tradition, no structured relationship education programs are offered. Before a couple are married they are required to attend extensive counselling with their Imam. He will spend time with the couple together and individually, discussing issues such as expectations of marriage, the marriage ceremony, the religious expectations of the role of husband and wife, children, and the religious expectations in relation to marriage and family life. The Imam is also available to provide individual and couple counselling for married couples.
A respondent from Victoria reported that weekly sermons often addressed marital relations and relationship education issues were often addressed in booklets and brochures that are printed monthly and distributed to the Islamic community. The youth services also offer relationship education.
Within the
Assemblies of God church there is no central body that governs the various churches. Rather they are a group of autonomous churches that work together in voluntary co-operation. Approximately 50% of all pastors offer PREPARE / ENRICH. Some congregations offer structured programs. The scope and nature of the services provided by the church largely depends on the size of the parish. Examples of these include
Search for Significance (a ten part group study) and
Search for Intimacy (sexuality based on biblical teachings) courses that are offered by the Mt Evelyn Christian Fellowship. Another larger church in Victoria reported offering a two-hour program each week entitled
Family Matters that is relational in content and focus. The titles of various programs include
Homes of Honour,
Successful Parenting,
Grief Share and
How to Drug-proof Your Kids. Other programs offered can include a focus on divorce and separation, recovery (for example,
Single Again), parenting and seminars on specific aspects of marriage. Most services are provided on an 'as needed' basis. The pastor or a counsellor may offer these services.
In the
Seventh Day Adventist church the pastor will offer pre and post wedding counselling. Some pastors choose to use inventories such as PREPARE or RELATE.
Each church has a Family Life Department, which offers a range of programs that varies according to the individual pastor and church. These can include
- Marriage enrichment;
- Pre-marital counselling;
- Relationship education for young people 15 years and over; and
- Parenting seminars.
Youth and Women's departments within churches may also offer workshops addressing relationship issues. In Victoria there are plans to conduct new programs in 2002 including a program called
Taking Charge of Your Life that deals with personal issues and a community-based program called
Managing Life's Crises.
The church of
Jehovah's Witnesses in Australia offers biblically based relationship education that is identical across the world. Members of congregations attend five hours of meetings a week where relationship issues are addressed. Publications such as the
Secret of Family Happiness and
Questions Young People Ask address relationship issues. From time to time
Watchtower and
Awake (Jehovah's Witness magazines) discuss social issues. Couples planning to marry discuss relationship issues with their celebrant and study the
Secret of Family Happiness together before and after the wedding. Adult family members study with their children and young people learn social skills and respectful behaviour through mixing with others of all ages. Members of the congregation attend conventions that address relationship education issues and talks, demonstrations and interviews are conducted with a view to educating the congregation in relationship skills.
The
Salvation Army Australia is divided into two territories and each territory operates the same way. In Territory one (South Australia, Western Australia, Northern Territory, Tasmania and Victoria) relationship education is addressed in the following manner:
- pastoral care workers are trained in relationship education;
- communication skills training is provided by a mobile trainer who, on request, will go to any church or social centre in Australia;
- in social centres informal counselling is conducted (i.e. loneliness, drug and alcohol related issues);
- Positive Lifestyle Program addresses relationship education (i.e. self-awareness, anger, and assertiveness); and
- from time to time marriage enrichment programs are conducted.
In Territory two (New South Wales, Queensland, ACT) only relationship counselling is provided.
Establishing contacts with people from the
Buddhist faith tradition proved to be difficult. Contacts made in New South Wales and the Australian Capital territory indicated that no premarital or post wedding programs were offered. Some training in relationship education was offered to people who work in schools.
6.9 Schools
As part of the mapping component of the study information from public, independent and Catholic schools was sought to ascertain how topics relating to marriage and relationship education were being incorporated into curricula. The Education Department in each state / territory was contacted. A sample of Catholic Education Offices in each diocese across Australia were also asked to provide information. Where an independent school was located in one of the council areas selected for inclusion in the study, these schools were also contacted and asked to provide information.
Public Schools
As with all schools, the choices made at Year 11 and 12 affect the opportunities for students to examine issues relating to relationships. Students undertaking studies in areas such health, physical education and home economics have opportunities to examine a range of issues including relationships, sexuality, family life and personal development. Appendix D provides a brief overview of the ways in which relationship education is addressed at the systemic level within each state as well as some examples of the material covered in these areas of the curricula used in public schools across most states and territories. These data were provided by contacts established in each state / territory during the course of the study.
In addition to study areas mentioned in the Appendix, students may also be exposed to issues relating to marriage and relationships if they undertake courses such as
Studies in Religion. For example, students can study the purpose and structure of specific ceremonies, distinctive customs and practice and the role and responses of religious traditions to a range of issues including abortion, divorce, and the role of women in the family.
Many of the respondents contacted for this component of the study also noted that most curriculum frameworks used in schools also contain core values or 'learnings' which embrace issues such as social and civic responsibility, respect and concern for the rights of others and self-acceptance and respect for self. Most curriculum frameworks allow schools, in conjunction with their communities, to develop curriculum programs that are responsive to the needs of students. Hence, issues relating to areas such as relationships may be treated differently from school to school. Additionally, the extent to which schools involve external organisations or use resources developed outside the school also varies widely.
In addition to the exposure students receive through their studies in particular subjects many schools also offer aspects of relationship education as part of their pastoral care for students. In New South Wales, for example,
Crossroads is a compulsory 25-hour personal development and health education course that must be completed by all Year 11 and 12 students. The objectives of
Crossroads include
providing opportunities for students to develop knowledge, skills and understandings about:
- how to establish and maintain positive and non-violent relationships
- how drugs can influence aspects of their lives
- clarifying and acting on a positive set of values
- communicating and interacting effectively with others
- evaluating and making decisions on issues that effect themselves and the others
- developing strategies for supporting their own identity and worth
- developing an appreciation for and commitment to leading lives which are healthy and promote social justice
(NSW Department of Education and Training, 1999, pp.20 – 21).
Although this course is a requirement of the Department of Education and Training, schools and students are not sanctioned if it is not completed. This program can be delivered with the assistance of external agencies.
Catholic Schools
Each Catholic Education Office contacted commented that the way relationship education was covered in schools is influenced by a number of factors including:
- the Bishop of the diocese;
- the Head of the School;
- individual teachers and their specialities;
- input from parents;
- choices made by students in Years 11 and 12. While most schools have compulsory religious education, students may receive additional information through subjects such as Personal Development, Health and Physical Education if they choose to do these subjects;
access to resources; and the attachment of a priest to the school who may teach some or all aspects of religious education.
Some excerpts from curricula developed for various dioceses around Australia can be found in Appendix E.
Independent Schools
Obtaining information from independent schools for the study proved difficult. In some instances, schools that were contacted refused to forward curricula. In other instances, the promised materials failed to arrive. Two schools did provide outlines of the ways relationship education issues were addressed in their curricula.
School 1
This school offered two courses in addition to its curricula addressing a range of curriculum areas. The first consisted of six 55-minute lessons covering topics such as what is love? / communication; friendship / expectations in marriage; Eros love / communication; charity love / communication; families; marriage and personalities and marriage.
The second program (also consisting of six 55-minute class periods) examines issues relating to sexuality including friendship; dating; sex before marriage, beginning a friendship; ending a friendship; resolving conflict in friendships and what is true love?
School 2
Within the Health and Physical Education curriculum areas students may elect at Years 11 and 12 to undertake subjects focusing on early childhood studies. These courses include a focus on the family. Subjects are also offered in independent living. These cover a range of life skills related to living independently and cover topics including communication, decision making, goal setting, family relationships and relating to others.
In Years 11 and 12 all students also complete a unit on women's health. Topics covered include sexuality, STD, HIV, contraception, breast cancer, cervical cancer, sexual assault, methods of stress management and drugs. A focus is also placed on the development of skills relating to decision making, risk assessment and peer resistance.
There are a wide range of resources and programs that all schools can access to support their delivery of curricula in areas that deal with relationship issues. Many of these resources are web based and can be accessed via education department sites for each state and territory. Teacher Associations linked to specific learning areas also support the provision and distribution of resources. The Education Network Australia (EdNA Online) is a service of on-line support for education and training in Australia. It includes a database of resources for use in teaching. Three examples of the types of resources contained on EdNA focussing on relationship issues that could be accessed by teachers for use in classrooms include:
There are also a number of programs for schools funded by the Department of Health and Ageing under the National Mental Health Strategy. These programs focus on a range of issues relating to mental health but generally aim to build resilience and life skills in young people and can form the basis of programs offered to students in schools (one example is the
MindMatters program). Further details of programs for this nature can be located on the web site for the
Australian Network for Promotion, Prevention and Early Intervention for Mental Health (AusEinet) at http://auseinet.flinders.edu.au.
6.10 Services offered to specific cultural /target groups
During the course of the study, members of the Research Team had the opportunity to speak with a wide range of service providers when seeking information about the location of relationship education services. The following section provides a summary of this anecdotal information, which is of particular interest where it pertains to services for particular target groups.
Services for people from non-English speaking backgrounds
Most contacts reported that there were limited or no services available for this client group. Respondents believed that many of the 'mainstream' agencies were perceived to be culturally inappropriate (for example, limited understanding of cultural norms and expectations around family and marriage) and that there was generally a shortage of services 'for all ages and needs' and that this shortage has been apparent for many years. One respondent reported that health workers and family support workers who were familiar with the norms and expectations of a particular culture in relation to marriage and family issues would often provide education and training as part of their 'unofficial' duties. While these workers may not be trained in the area of relationships, it was perceived that clients preferred these services to those offered by mainstream organisations where workers may be trained in relationships but do not have an understanding of the culture. One worker from a small rural community noted that some people might be reluctant to use relationship services because it was seen to be 'shameful' in the culture to have problems in a marriage or relationship, or cultural beliefs and attitudes may mean that a person only feels comfortable discussing these issues with someone of the same gender.
Indigenous Australians
Establishing contact with Indigenous organisations proved to be very difficult, with over 40 organisations being contacted on multiple occasions throughout the course of the study. Of these, only two reported some level of involvement in relationship education (one made referrals to a FRSP provider in New South Wales, the other organisation did not provide any details of their service). The remaining organisations contacted reported little or no service provision in the area of relationship education. Some services contacted reported offering counselling and women's shelters but few, if any, education or prevention programs.
Youth
Few services were located that focus specifically on young people in relationships outside of the schooling system. Where services exist they are sometimes provided through community health services or other family service providers. One worker believed that young people would have a preference for discussing relationships issues firstly with their friends, then perhaps a doctor or school counsellor. In a few regional areas programs for youth addressing issues such as life skills for the unemployed, young mums and self-awareness were offered. A few respondents also noted some concern relating to anger management issues for young people, suggesting that programs that addressed this issue were needed.
During the course of the study a number of programs developed under the Partnerships Against Domestic Violence program aimed specifically at youth were noted. These programs focus specifically on prevention and early intervention. Some are school-based. Details of programs including providers and, in some cases, resource materials, can be accessed at
Australian Domestic & Family Violence Clearinghouse (www.austdvclearinghouse.unsw.edu.au).
Older People
Few, if any services targeting this group appeared to be available. During the course of the study one course entitled
Off Our Rockers was located. This program was a support group organised for grandparents who are caring for their grandchildren, usually because the parents were unable to care for their children because of drug and alcohol abuse. A pre-marital program for senior citizens was also located as part of services offered by a Greek senior citizens centre in the eastern states.
People with long term illnesses
A number of services designed for people suffering long-term illnesses and their carers were identified during the course of the study. The relationship education components were usually embedded in curricula that addressed a wide range of issues relating to the specific illness. Some examples of these types of services included:
- Taking charge! Strategies for managing the psychological aspects of cancer – a program based on cognitive behavioural therapy designed by Dr Antony Kidman and Dr Sarah Edelman (Health Psychology Unit, University of Technology, Sydney). This program examines many aspects of cancer such as depression, coping with anxiety, communication and family relationships. In the section on family relationships, topics such as the effects of cancer on partners and family members, changes in roles, intimacy and body image are addressed.
- You and Me – a Guide to Sex and Sexuality after Traumatic Brain Injury – a program offered by the Brain Injury Rehabilitation Unit (Liverpool Health Service), covering aspects such as communication and sensuality.
- A six-week carer's course conducted by the Alzheimer's disease and Related Disorders Society of Southern Tasmania includes a topic on 'how relationships have changed'. This session looks at the changes from the perspective of the carer and the person being cared for.
- Living with Cancer Education program (Anti-Cancer Council of Victoria) – an eight-session program covering topics such as communication, self-esteem and intimacy.
People with intellectual disabilities and other mental illnesses
No relationship education service activities directed to people with intellectual disabilities were able to be located. One program offered in Adelaide provided education and support for parents who had a mental illness to parent their children (who did not suffer from mental illnesses). A number of services for people with Alzheimer's disease and dementia offered carer's courses. These courses often discussed the changing nature of relationships when the carer was the person's spouse or partner.
People with a physical disability
Services available depended on the resources and funding available to the association or support group. For example, one society was able to provide information on a particular disability and saw the need for relationship education but was unable to meet this need due to a lack of resources. While many mainstream organisations provided general information on relationship issues, the specific needs of the person and their partner were usually not addressed.
Gay and lesbian couples
Counselling services are generally available but few structured relationship education services were noted. Mainstream services were seen to be an inappropriate alternative.
Transgender
No relationship education service activities were located for this group. Respondents reported that people relied on support groups, friends and, if they could meet the costs, the services of psychologists and psychiatrists. These providers were not always helpful as few could be relied upon to have a good understanding of the issues involved.
6.11 Conclusion
The information in this chapter underscores the many diffuse and dispersed locations in which relationship education service activities can be located. Many of the service providers contacted for this component of the study expressed an interest in, and need for, relationship education services for their particular context. Significantly, services in rural and regional areas were often difficult to locate and often absent. There is also some evidence to suggest that there are potentially a number of contexts that are under-utilised as sites for relationship education services including hospitals, child and maternal health services, community and neighbourhood houses and centres and organisations offering services to persons with defined needs. Arguably, there is also evidence of a lack of services for specific target groups including services for people from non-English speaking backgrounds, indigenous Australians, older people, people with intellectual disabilities and mental illnesses, youth (particularly outside of the school system), people with physical disabilities, and gay, lesbian and transgender individuals and couples.
Having examined the provision of relationship education service activities in some detail the final chapter of this report now turns to examining the outcomes of this study and highlighting some of the potential areas for action that arise out of the findings.