Abstract
Interest in the family and in family life education has become widespread and multifaceted during the past few decades. This interest, however, is not a new phenomenon; it evolved during the latter part of the nineteenth and early part of the twentieth centuries. Its beginning had many characteristics of a reform movement arising during the social-cultural upheavals ofthat period. During this time, there were a number of related social, economic, and scientific forces that inevitably impacted on the functions of the home and the family and led toward an increased interest in the problems of modern family life in the 1920s. Industrialization, urbanization, and smaller families were altering the established patterns of marital and parent—child relations; the result was a recognition of certain felt inadequacies and frustrations in American family life. Increasing numbers of women were entering the labor force; however, their expanding interests and roles were inextricably tied to a concurrent commitment to their homes and families. As a consequence, traditional family patterns began to change, as did expressed needs for assistance with family problems (Kerckhoff, 1964; Rockwood, 1948).
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Darling, C.A. (1987). Family Life Education. In: Sussman, M.B., Steinmetz, S.K. (eds) Handbook of Marriage and the Family. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-7151-3_29
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