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Many Millennials (aged 18-30 in 2016) are struggling with financial capability and independence. As efforts unfold to address this issue by improving financial education, Millennials themselves can offer helpful family-centered ideas for children's financial learning. As part of the Whats and Hows of Family Financial $ocialization project, this qualitative study explored the ideas of 126 undergraduate students enrolled in family finance classes at three institutions from three regions of the United States about how and what they intend to teach their future children about finances. Thematic content analysis and coding of interviews revealed four core themes: (a) "Communicating Family Finances," (b) "Opportunities for Responsibility," (c) "The Value of Hard Work," and (d) "The Process of Saving." These findings have implications for parents, future parents, financial counselors, financial planners, family life educators, financial educators, therapists, and researchers in improving parental financial education for future generations.

Objective: We used qualitative data to evaluate how religious and interfaith couples may view the influences of fidelity and/or loyalty on their marriage. Background: Religion often regulates beliefs surrounding marriage and sexuality. Religion tends to support fidelity to marital vows. Previous quantitative studies indicated that higher religiosity is linked with higher levels of marital stability and satisfaction. Method: Using semistructured interviews with 261 married couples (N = 522) who were identified as both religious and relational exemplars, the potential connections and processes between religion, relationships, and fidelity or integrity were examined. Results: Three core themes emerged from systematic team‐based analyses: (1) integrity and/or fidelity strengthened marital quality and stability, (2) integrity and/or fidelity were core marital values and virtues, and (3) religion taught, developed, and motivated marital integrity and fidelity. Three subthemes were identified under this final theme: (3a) religious lifestyle, (3b) religious beliefs, and (3c) commitment to God. Contradictory voices that expressed and described challenges to marital integrity and fidelity are presented. Conclusion: Couples discussed how their faiths' teachings on integrity and/or fidelity strengthened marital quality and stability, added to their core marital values and virtues, and motivated marital integrity and/or fidelity through a religious lifestyle, religious beliefs and morals, and commitment to God that built commitment and fidelity to spouse. Implications: Therapists and educators who recognize that these deeply held values contribute to couples' stability and satisfaction within their relationship may be able to ask, understand, and harness religious strengths to facilitate commonalities and satisfaction. [ABSTRACT FROM AUTHOR]

Objective: The authors explored the psychosocial consequences of the COVID‐19 homestay lockdown for preschool‐age children and their parents using a mixed‐method design. Background: Few studies have examined the impact of a global pandemic on family adaptive processes among parents and their preschool age children. Method: Participants were 24 highly educated White and Asian parents with children enrolled in the Early Childhood Education Laboratory Preschool (ECELP) at Louisiana State University. Parents completed an online survey that assessed sociodemographic and health characteristics, and they participated in an interview with their children. Results: Content analysis of parent and child narratives yielded four core themes: (a) expanded family time with family needs prioritized, (b) staying informed with current pandemic news, (c) positive experiences included more time spent with family, and (d) negative experiences included disruptions to family and work‐related routines. Conclusion: Personal and professional challenges that families faced during the COVID‐19 lockdown were loss of familiar routines, managing stressors, and protecting health. Positive factors included prioritization of family needs and new opportunities for intergenerational relationships with extended family and grandparents. Implications: Parents, teachers, and extended family support adaptive family processes that promote resilience and psychosocial well‐being despite the uncertainties of a global pandemic. [ABSTRACT FROM AUTHOR]

Objective: The purpose of this study was to explore qualitatively the connections among religion, hope, and relationships. Background: Both hope and religion have often been associated with positive individual and relational outcomes. Some research has found that hope mediates or moderates the relationship between religion and various outcomes. Despite the research that has been done to understand connections between religion and hope, little research has explored these constructs together in a relational context. Method: Using thematic analysis and a team‐based approach, we completed an analysis of in‐depth interviews with a large, culturally and religiously diverse strengths‐based sample of 198 highly religious families. Results: Two themes relating to the religious antecedents of hope were identified (religious beliefs and religious practices) as well as two themes that address the application or outcomes of hope (hope in family life and the experience of religious hopes). Several subthemes were also identified and are discussed and illustrated. Conclusions: For some families, religious beliefs and specific religious practices play an important role in fostering hope, and this hope was reported to enhance various elements of individual and family life. Implications: Results provide support for integrating religion and hope into various individual and relational therapies. [ABSTRACT FROM AUTHOR]