The Family Wellness model was developed in 1980 as a parenting, marriage, and relationship model and continues to be taught throughout the United States and around the world. It draws its framework from Family Systems theorists and how humans develop through improved personal and interpersonal functioning. Family Wellness is a psycho-educational program with over 1 million participants. Formal and informal data indicates that the Family Wellness model is an effective prevention and rehabilitation model with application and adaptation to our setting.
The overwhelming preponderance of research conducted on the Family Wellness model has found that significant positive changes occur as the direct effect of attending classes using this model. This improvement is reflected across racial/cultural, socioeconomic, and geographic regions. A example of this was found in the report "Empowering Families: Implementation of an integrated HMRE, employment, and financial literacy program for low-income couples" (D'Angelo & Bondelos, 2020).
The curriculum used for the weekly classes in the Stronger Families Project is based on the Family Wellness model, organized into lessons called, “Survival Skills for Healthy Families.” Authors are Certified Family Life Educators Ana Morante, Erin Simile, Jason Duckworth, Michelle Hernandez, Mike Simile, and Nathan Cottle. UVU Family Science students have completed training in the “Survival Skills” course and become certified to teach the curriculum.
Current Research
PUBLICATIONS
Jones, E., et al. (abstract accepted; paper in progress). Culturally Adapted Family Life Education: The Development and Expansion of the Stronger Families Project for Latinx Families in Utah. Journal of Comparative Family Science.
Abstract/Short Description: The purpose of this manuscript is to highlight the development of the Stronger Families Project (SFP) and its subsequent adaptation to address underserved Latinx families in Utah. Several iterations of the program have been developed over the years to tailor to the needs of participants, especially in offering culturally humble curricula (Lekas, et al. 2020) and building social support. SFP began offering classes in Spanish taught exclusively to Latinx community families in fall of 2017. The subsequent instructional design has aimed to create equitable and congruent family life education (FLE) programming and address the underserved Latinx community in Utah.
Nelson, J., Postler, K.B., & Arocho, R. (under review). Strengthening families, strengthening communities: The impact of Utah Valley University’s Stronger Families Project.Transformative Social Impact: A Journal of Community-Based Teaching and Research.
Abstract: Families need support so that communities remain strong. The Stronger Families Project (SFP) at Utah Valley University is a unique and powerful resource in the communities surrounding the university. Families attend a free, eight-week, evidence-based family life education program aimed at teaching skills to parents, teens, and children that are necessary for healthy family life. The program is rooted in Family Systems Theory, offering tailored age-based classes and a whole-family class to address mental health and developmental wellbeing of both the individual and family unit. Classes are taught in English and Spanish by interns from family science and related majors, and the program is further supported by service-learning students performing community service hours. In more than 15 years of service, SFP has supported over one thousand families and trained hundreds of students to deliver effective and impactful family programming to their communities. Ongoing research measuring positive outcomes for community participants shows positive results for all measured outcomes.
Postler, K. B., Jones, E., Day, T. T., Nelson, J., & Arocho, R. (under review). A Detailed Overview of the Stronger Families Project and Qualitative Analysis of Participant Satisfaction. Family Science Review.
Abstract: Family Life Education (FLE) programs are strengths-based and preventative educational programs designed to strengthen family relationships (NCFR, n.d.). The Stronger Families Project (SFP) at Utah Valley University is an 8-week FLE course. Informed by family systems theory, the current study aimed to evaluate satisfaction among participants of SFP between Fall 2022 – Spring 2024. Qualitative thematic analyses were used to identify themes of satisfaction in responses to open-ended surveys gathered at the end of the program. Four main themes emerged, including intentional quality time, communication tools, collaborative education, and program materials. Implications for future research and FLE programs were discussed.
Nelson, J. K., Day, T., Postler, K. B., & Arocho, R. (2023). Using technology to adapt FLE community programs in a post-pandemic world. National Council on Family Relations: CFLE Network, 36(4).
Short Description: Authors of this article, Julie K. Nelson, Traci Day, Dr. Kaicee Beal Postler, and Dr. Rachel Arocho describe strategies for using technology in family life education (FLE) programs to adapt to a post-pandemic world.
Nelson, J. K., Arocho, R., & Postler, K. B. (2022). The Utah Valley University Stronger Families Project Internship. National Council on Family Relations: CFLE Network, 35(2), 4 – 6.
Short Description: Authors of this article, Julie K. Nelson, Dr. Rachel Arocho, and Dr. Kaicee Beal Postler, describe a community based, hands-on Family Life Education (FLE) experience, “The Stronger Families Project” Internship for undergraduate students in their Family Science program.
PRESENTATIONS
Jones, E., Postler, K.B., Arocho, R., Day, T., & Nelson, J. (under review). Evaluating the Impact of the Stronger Families Project: A Multilevel Analysis of Family-Based Skill Building. Paper submitted to the National Council on Family Relations (NCFR) Conference, Baltimore, Maryland.
Abstract: This study aims to evaluate the effectiveness of the SFP program and its impact on families by gathering pre and post data. Multilevel analyses will be used to assess change from adult participants enrolled in SFP between spring 2023 and spring 2025. The study will use several subscales from the Family Wellness evaluation tool (Family Wellness, n.d.) and the General Functioning Subscale from the Family Assessment Device (FAD) (Epstein et al., 1983), to analyze adult participants’ pre- and post-program survey responses.
Day, T., Postler, K.B., Nelson, J., Arocho, R., & Jones, E. (2025, March). Measuring the Effectiveness of the Stronger Families Project: A Systemic Perspective to Family Life Education. Poster presentedat the Utah Association of Marriage and Family Therapy (UAMFT) Conference, Salt Lake City, Utah.
Abstract/Short Description: This study aims to evaluate the effectiveness of the SFP program and its impact on enrolled families in Utah County by gathering data before and after participation. Multilevel analyses will be used to assess change between the pre- and post-program data collected from adult participants enrolled in SFP between spring 2023 and fall2024. The study will use several subscales from the Family Wellness evaluation tool (Family Wellness, n.d.) and the General Functioning Subscale from the Family Assessment Device (FAD) (Epstein et al., 1983), to analyze adult participants’ pre- and post-program survey responses. Previous findings from pre- and post-test analyses of change have shown positive changes on various outcomes for participants from specific semesters, including positive change in coping strategies, problem solving, and communication skills (e.g., Bergeson et al., 2025, Postler et al., 2024, Wettstein et al., 2023). However, those findings have limited power due to small sample size and not all outcomes have been significant each semester. The current study will use sophisticated analyses to analyze data across four semesters, which will increase sample size. Similar findings showing positive change before and after participating in the program are expected. All data will be analyzed prior to the UAMFT conference in March and reported in a combined report.
Postler, K.B., Jones, E., Day, T., Bergeson, S., Velez, D., Swenson, A., & Nelson, J. (2025, March).Participant Satisfaction with the Stronger Families Project in Spring 2024: A Qualitative Analysis. Paper presented at the Utah Council on Family Relations Conference, Cedar City, Utah.
Abstract: The current study aims to evaluate adult satisfaction with SFP using qualitative methodology. At the end of SFP in Spring 2024, adult participants were invited to complete a short survey with three open-ended questions about 1) key takeaways from the program, 2) overall highlights, and 3) ways the program can improve. The survey also has an additional comment box for any feedback participants would like to provide. Respondents used a QR code or link to access the Qualtrics survey and informed consent. Thematic analyses was be used to identify themes of satisfaction among adult participants. This study built on previous research on SFP that has identified several positive themes, including the importance of quality time and effective communication, as well as aspects related to the structure of the program, including its collaborative nature and use of high-quality program materials. This study provides deeper insight into improvements in family functioning as perceived by adult participants. Implications for future research, other FLE programs, and SFP programming were discussed.
Bergeson, S., Postler, K. B., Jones, E. (2025, February). Evaluating the Impact of the Stronger Families Project: Enhancing Family Resilience and Communication through Family Life Education. Poster presented at the Utah Conference on Undergraduate Research (UCUR), Cedar City, Utah.
Abstract: The current study aims to evaluate the efficacy of SFP to understand how families benefit from the program and how it can continue to grow and improve. A pre- and post-test analysis of change for adult participants in Spring 2024 was employed. Participants completed pre- and post-program surveys via Qualtrics. Several subscales from the program’s own established evaluation tool were used, including Communication: Speaking, Stress and Change, and Problem Solving. (Family Wellness, 2024). Additionally, the General Functioning Subscale from the Family Assessment Device (FAD) was used (Epstein et al., 1983). Data from the current study will be analyzed prior to the conference date to assess any improvements in family functioning. Findings from the current study will be used to guide future research efforts, FLE programs, and any necessary improvements to SFP. Results will be presented along with implications for future research and practice.
Cottle, N., Arocho, N., Nelson, J., Postler, K.B., Morante, A., & Orphan, K. (2024, November). Integrating Praxis into Family Life Education Methodology. Workshop presented at the National Council on Family Relations (NCFR) Conference, Bellevue, Washington.
Short Description: Although Family Life Education (FLE) is a central tenet in the field of Family Science, the focus of FLE has been more on what it is, than how to do it. FLE methodology courses, for example, often rely on theoretical discussions and applications without much opportunity for students to put these methods into practice (Cottle, Boden, Richards, 2017). This collaborative workshop includes UVU professors who teach FLE methods, members of Family Wellness Associates, the authors of the Survival Skills for Healthy Families curriculum (SSHFC), and the directors of the UVU Stronger Families Program (UVSFP). The workshop outlines UVU’s praxis approach to FLE methodology, the incorporation of the Survival Skills for Healthy Families curriculum (SSHFC) to provide indispensable FLEM training, and its implementation in the Utah Valley University (UVU) Stronger Families Program (UVSFP).
Postler, K.B., Arocho, R., Nelson, J., & Jones, E. (2024, June). Themes of Satisfaction Among Participants of the Stronger Families Project: A Qualitative Analysis Across 4 Semesters. Poster presented at the Teaching Family Science Conference, San Juan, Puerto Rico.
Short Description: Although SFP is a well-established FLE program aimed at improving skills regarding communication, problem solving, conflict resolution, and general family function (Stronger Families Project, n.d.), the program has primarily relied on in-house evaluations and progress data. The current study aims to employ qualitative methodology to identify specific themes of satisfaction among participants from SFP across four semesters, including Fall 2022, Spring 2023, Fall 2023, and Spring 2024. In the final session of the program, participants are asked to respond to three open-ended questions that gather data on: 1) the most important things they have learned and how they will implement those in their families moving forward, 2) what they considered the overall highlights of the program for their family (which might include classes, workbook, their interactions with intern liaisons, virtual programming, or other aspects of the program, etc.), and 3) the ways the program can improve. There is also an additional open-ended response area for any further comments or feedback that families would like to provide.
These qualitative data from participants who consented to have their responses used in research will be used to identify themes of the SFP program that have been impactful for families. Preliminary analyses have identified themes including one-on-one time, age-appropriate classes taught by undergraduate student interns, the role of student interns as family liaisons, the collaborative learning environment, and more. Final analyses will be conducted as soon as the Spring 2024 program finishes. Results from thematic analysis that allows for comprehension of the data in an aggregate form, with specific quotes to support identified themes, will be presented. These data will allow us to examine how effective this experiential learning program is at supporting families in the community in addition to the undergraduates who benefit from engaging in this high-impact practice. Implications for future research and FLE will be discussed based on identified themes.
Postler, K.B., Arocho, R., Nelson, J., Jones, E., & Stinson, T. (2024, April). Examining the Efficacy of the Stronger Families Project: A Pre- and Post-Program Analysis of the FLE Program Spring 2023 and Fall 2023. Poster presented at the Utah Council on Family Relations (UTCFR) Conference, Provo, Utah.
Note: This presentation received the 2024 Outstanding Presentation Award from UTCFR.
Abstract: The Stronger Families Project (SFP) aims to “elevate the family as the fundamental source of happiness and well-being by teaching parents, teens, and children how to improve their interactions and emotional patterns within the family” (Stronger Families Project, 2024). The current study aimed to evaluate the efficacy of SFP in Spring 2023 and Fall 2023. N = 43 and N = 17 adult participants completed pre- and post-program surveys in Spring 2023 and Fall 2023, respectively. Results demonstrated that families saw improvements in general functioning, communication, coping skills, problem solving, and couple relationships. Implications for future research and practice were discussed.
Wettstein, S., Postler, K.B., Arocho, R., & Nelson, J. (2024, February). A Qualitative Review of the Stronger Families Project at Utah Valley University. Paper presented at the Utah Conference on Undergraduate Research (UCUR) Conference, Orem, Utah.
Abstract: Research has shown the efficacy of improving and strengthening family relationships through family life education programs (FLE; Darling, et al., 2019). The Stronger Families Project (SFP) at Utah Valley University (UVU) is a FLE program offered to the community to provide skills regarding communication, problem solving, conflict resolution, and general family function (Stronger Families Project, 2023). The current study aims to identify qualitative themes of satisfaction among participants from SFP across three semesters, including Fall 2022, Spring 2023, and Fall 2023. Qualitative data has been taken from satisfaction surveys administered in the final session of the program to determine the elements of the SFP program that have the most positive effects on families. Thematic analysis will allow for comprehension of the data in an aggregate form, with specific quotes to support identified themes. Implications for future research and practice will be discussed based on identified themes.
Stinson, T., Postler, K.B., Arocho, R., & Nelson, J. (2024, February). Quantitative Results of a Pre- and Post-Program Analysis of the Stronger Families Project in Fall 2023.Poster present at the Utah Conference on Undergraduate Research (UCUR) Conference, Orem, Utah.
Abstract: The current study aims to examine the efficacy of SFP among Fall 2023 participants. A pre- and post-program evaluation of survey data from participants enrolled in SFP during the Fall 2023 semester will be used to evaluate changes in communication, problem-solving skills, and general family functioning. Several subscales from the program’s own established evaluation tool (Family Wellness, 2023) and the General Functioning Subscale from the Family Assessment Device (FAD, Epstein, 1983) were used. A total of N = 25 participants completed the pre-program surveys in September 2023 and will be asked to complete post-program surveys in November 2023. Results from the pre- and post-test analysis of change will be presented. Implications for future research and Family Life Education (FLE) programs will be discussed.
Nelson, J., Arocho, R., Postler, K.B., & Day, T. (2023, January). The Stronger Families Project. Webinar presented virtually to members of the Ohio Council on Family Relations (OHCFR).
Short Description: The SFP administrative team presented an hour-long webinar for the Ohio Council on Family Relations about The Stronger Families Project, a FLE (Family Life Education) community program taught by university interns and supervised by faculty and staff. The webinar presentation included an overview of SFP, information on implementation and the student experience, how the program can be transferred to other academic or university settings, what research we have done and how involved our undergraduate assistants are, and the future growth and goals of the program.
Arocho, R., Nelson, J., Day, T., & Postler, K.B. (2023, November).Examining and Improving Experiential Learning Experiences for Family Science Internship/Practicum Students: Adapting to the Syndemic. Symposium presented virtually at the National Council on Family Relations (NCFR) Conference, Orlando, Florida.
Abstract/Short Description: The goal of the Stronger Families Project (SFP) at Utah Valley University (UVU) has always been to provide a two-pronged approach to family wellness: 1) supply free, evidence-based Family Life Education (FLE) to community families and 2) give students hands-on FLE and leadership experience. Students leave the program as competent family service professionals ready to gain provisional status as Certified Family Life Educators (CFLEs). Various iterations of the program have been offered for over 14 years with cohorts of students ranging from 60+ to 10 or fewer, with programs offered both in-person and online in English and Spanish. Currently, the program runs for 8 weeks during the semester and offers age-tailored classes to parents and children, as well as to the families together. The current iteration of the program is two full sites, plus a parent-only site (either virtual or offered in Spanish) staffed by 12 interns, per semester.
Students must apply to this practicum; although most are UVU Family Science majors, interns also come from psychology and other majors, and even from neighboring universities. Selected interns complete at least 120 in-field hours and an online 1-credit experience to earn a total of 3 academic credits. Throughout the semester, they are managed by a Program Manager (a part-time employee position), Internship Supervisor (full-time faculty), Faculty Instructor of the online course, as well as additional supervisory faculty and, as available, staff. As interns, students serve as family life educators and family coaches to community families, recruited to the internship by the students through community partnerships.
Wettstein, S., Perry, A., Howells, A., Wolfgramm, D., Postler, K.B., Arocho, R., & Nelson, J. (2023, November). Examining the Efficacy of the Stronger Families Project, Spring 2023. Poster presented at the National Council on Family Relations (NCFR) Conference, Orlando, Florida.
Note: This presentation was also presented at the Utah Conference on Undergraduate Research (UCUR) in Spring 2024.
Abstract: Previous research has demonstrated the importance of evidence-based family life education (FLE) programs in strengthening families (e.g., Myers-Walls et al, 2011). This study investigates the efficacy of the Stronger Families Project (SFP) by employing a pre- and post-test analysis of change for participants enrolled in the program in Spring 2023 and analyzing qualitative satisfaction data. A total of N = 43 participants completed the initial and post surveys. Results indicate that change was both statistically and practically significant in helping to improve overall family function.
Arocho, R., Nelson, J. K., Day, T., & Postler, K. B., Perry, A.*, Howells, A.*, & Wolfgramm, D.* (2023, March). The Stronger Families Project at Utah Valley University. Special Topics Breakout Session presented at the Utah Council on Family Relations Conference (UTCFR), Orem, Utah.
Short Description: This breakout session will include an overview of The Stronger Families Project, how it is implemented and linked to a student internship program, ideas to adopt and adapt it in other academic settings, and information on research and program evaluation.
Perry, A., Wettstein, S., Wolfgramm, D., Howells, A., Arocho, R., Postler, K.B., & Nelson, J. (2023, March). Focus Group Results from Participants in the Stronger Families Project. Poster presented at the Utah Council on Family Relations Conference (UTCFR), Orem, Utah.
Notes: The first author on this presentation received the 2023 Undergraduate Student of the Year Award from UTCFR for her work on this project and others under the supervision of Dr. Postler. This presentation was also presented as SCULPT.
Abstract: Strong communities are built on strong families. Family lifeeducation courses have been designed and refined to help promotehealthy families through building skills and knowledge (Myers-Wallset al., 2011). The Stronger Families Project (SFP) is a research-basedfamily life education course provided by Utah Valley University(UVU) for the community. A focus group was held in the fall of 2022that included four SFP graduates. This focus group aimed to gatherdata to further develop the SFP program for the benefit of futurefamilies.
Howells, A., Wolfgramm, D., Wettstein, S., Perry, A., Postler, K.B., Arocho, R., & Nelson, J. (2023, March). Themes of Satisfaction Among Participants of the Stronger Families Project in Fall 2022: A Qualitative Review. Poster presented at the Utah Council on Family Relations Conference (UTCFR), Orem, Utah.
Note: This presentation was also presented as SCULPT.
Short Description: This study used qualitative methodology to assess themes of satisfaction among participants of the Stronger Families Project (SFP) in Fall 2022. SFP teaches principles and offers resources that can promote lasting changes in the family. Implementing one-on-onetime, dividing classes into age-appropriate groups, and providing family liaisons have all had positive impacts on families.
Wolfgramm, D., Howells, A., Perry, A., Wettstein, S., Postler, K.B., Arocho, R., & Nelson, J. (2023, March). Preliminary Findings from a Pre- and Post-Program Efficacy Evaluation of the Stronger Families Project. Poster presented at the Utah Council on Family Relations Conference (UTCFR), Orem, Utah.
Note: This presentation was also presented as SCULPT.
Abstract: The Stronger Families Project (SFP) is an established Family LifeEducation (FLE) program at Utah Valley University that offers variousmodalities of instruction.This study aims to evaluate the efficacy of the SFP among Spring 2023participants. Data analytic plans for a pre- and post- program analysis willbe presented. Implications for future research and FLE programming willbe discussed.
