@article{allen_baker_behnke_2018, title={Parental perceptions of coaching}, volume={16}, number={1}, journal={International Journal of Evidence Based Coaching & Mentoring}, author={Allen, K. and Baker, T. and Behnke, A.}, year={2018}, pages={66–79} }
 @article{barnes_guin_allen_2018, title={Training needs and online learning preferences of early childhood professionals}, volume={39}, ISSN={1090-1027 1745-5642}, url={http://dx.doi.org/10.1080/10901027.2017.1347909}, DOI={10.1080/10901027.2017.1347909}, abstractNote={ABSTRACT Providing early childhood professionals with professional development opportunities to enhance their skills and knowledge can improve quality of care. For professional development to be valued by the early childhood workforce, it is essential to offer meaningful content that accommodates the needs of the learner. With an increasing demand for quality professional development, as well as the expansion of online learning opportunities, this qualitative study explores the opinions of 14 North Carolina early childhood professionals regarding their professional development training needs and online learning preferences. Training content needs, experiences with online learning, and recommendations for training development are discussed. This study has implications for professional development creators and trainers for advancing the education and growth of the early childhood workforce.}, number={2}, journal={Journal of Early Childhood Teacher Education}, publisher={Informa UK Limited}, author={Barnes, Jenna K. and Guin, Autumn and Allen, Kim}, year={2018}, month={Apr}, pages={114–130} }
 @article{barnes_guin_allen_jolly_2016, title={Engaging Parents in Early Childhood Education: Perspectives of Childcare Providers}, volume={44}, ISSN={["1552-3934"]}, DOI={10.1111/fcsr.12164}, abstractNote={Successful engagement of parents in early childhood education has significant implications for a growing child's well-being and success. This qualitative study analyzes the perspectives of 14 North Carolina childcare providers on how providers communicate with parents, how communication is received by parents, and barriers to successful parent engagement. Results indicated that childcare providers used diverse, parent-centered, and technology-based communication strategies to connect with families. While successful communication was common, so were barriers to reaching many families. These barriers suggest the need for programs, training, and resources to help both parents and providers connect.}, number={4}, journal={FAMILY & CONSUMER SCIENCES RESEARCH JOURNAL}, author={Barnes, Jenna K. and Guin, Autumn and Allen, Kim and Jolly, Christina}, year={2016}, month={Jun}, pages={360–374} }
 @article{burroughs_allen_huff_2016, title={The use of coaching strategies within the field of social work}, volume={10}, ISSN={1752-1882 1752-1890}, url={http://dx.doi.org/10.1080/17521882.2016.1190981}, DOI={10.1080/17521882.2016.1190981}, abstractNote={ABSTRACT The rapidly growing field of coaching has permeated a variety of social science disciplines over the last 40 years, including social work. Because social work continues to evolve in its service to diverse populations with wide-ranging needs, its flexibility has allowed for the inclusion of a variety of progressive treatment approaches such as coaching. To better document the empirical prevalence of coaching approaches by social work professionals, the primary objective of the present study is to identify the extent to which social workers use coaching strategies in their work with families. Furthermore, the research explores whether or not social workers identify these strategies as coaching strategies and if social workers consider themselves to be ‘coaches’. Using a mixed-methods research design, online survey data were collected from (n = 171) social workers and social work students who serve youth and families. Results indicated that social workers recognise the techniques they use as coaching techniques, although they do not consider themselves to be coaches.}, number={1}, journal={Coaching: An International Journal of Theory, Research and Practice}, publisher={Informa UK Limited}, author={Burroughs, Megan and Allen, Kimberly and Huff, Nichole}, year={2016}, month={Jun}, pages={4–17} }
 @article{allen_mitchell_2015, title={Perceptions of Parental Intimate Relationships and Their Affects on the Experience of Romantic Relationship Development Among African American Emerging Adults}, volume={51}, ISSN={0149-4929 1540-9635}, url={http://dx.doi.org/10.1080/01494929.2015.1038409}, DOI={10.1080/01494929.2015.1038409}, abstractNote={The quality of romantic relationships that parents maintain has an impact on their children. Emerging adult children base their relationships on similar values and/or opposing beliefs of their parental romantic relationships. This phenomenological study aimed to identify how African American emerging adults experience their parental romantic relationships and how they find meaning in the romantic relationships of their parents. Results suggest that African American emerging adults develop both positive and negative perceptions about romantic relationships from their parents’ relationships, which affect the way these adults perceive, develop, and maintain their own romantic unions. African American emerging adults also find meaning in their parental couple relationships as they share similar experiences in their relationship quality, mate choice, and/or personal or mate characteristics and personality traits as their parents.}, number={6}, journal={Marriage & Family Review}, publisher={Informa UK Limited}, author={Allen, Kim and Mitchell, Sonja}, year={2015}, month={Apr}, pages={516–543} }
 @article{rea_behnke_huff_allen_2015, title={The Role of Online Communication in the Lives of Military Spouses}, volume={37}, ISSN={0892-2764 1573-3335}, url={http://dx.doi.org/10.1007/S10591-015-9346-6}, DOI={10.1007/S10591-015-9346-6}, number={3}, journal={Contemporary Family Therapy}, publisher={Springer Science and Business Media LLC}, author={Rea, Jennifer and Behnke, Andrew and Huff, Nichole and Allen, Kimberly}, year={2015}, month={Jun}, pages={329–339} }
 @article{allen_huff_2014, title={Family Coaching: An Emerging Family Science Field}, volume={63}, ISSN={["1741-3729"]}, DOI={10.1111/fare.12087}, abstractNote={As the field of family science continues to adapt to the changing needs of families, its methods of delivery for family practice are also evolving. Family coaching is one such example in its approach to delivering prevention and intervention services to families. Much like family life education, family therapy, and family case management, the aim of family coaching (FC) is to help families become more successful. FC is an emergent field; in this article we highlight existing coaching efforts in family science and explore FC as an extension to the domains of family practice (DFP) model by Myers-Walls, Ballard, Darling, and Myers-Bowman (2011).Although family practitioners are "coaching" families, there is a gap in family studies literature with regard to theoretical and empirical research on FC. The exact fit of FC within family science remains unclear, as does its fit within the domains of family practice. To better delineate FC as a domain of family practice, however, it needs to be more clearly operationalized with regard to scope and constructs. Specifically, in this article we suggest that FC is unique in its delivery of services. We propose this knowing that historically FC is in its infancy. Thus, our aim is to initiate a collaborative conversation about FC among family professionals.Defining Family CoachingLike other family professionals (e.g., family therapists and family life educators), the role of a family coach is to guide clients "into increased competence, commitment and confidence" regarding a specified goal (Hudson, 1999, p. 6). Broadly defined, it is a processdriven relationship between a family system (as represented by an individual or familial group) and a family practitioner designed to foster the achievement of family-identified goals. Family coaches may work with more than one family member, but most likely a family coach will work with an individual, parent(s), or couple on family life issues.Unlike family life education that uses a set of materials such as a curriculum or an educational program, FC is a strengths-based approach to helping families reach goals and improve family functioning through coaching techniques. Family coaches strive to create coach-client partnerships that offer support and cultivate growth opportunities through the use of coaching techniques and models. Family coaches strive to develop the capacity of a parent or family member to improve abilities and skills (Rush, Shelden, & Hanft, 2003). Family coaches utilize practices such as powerful questioning (e.g., probing, comparative), providing feedback, conducting assessments (e.g., strengths, self-awareness), planning actions, evaluating actions, and offering accountability in nonjudgmental interactions (Rush & Shelden, 2006). Although the coach and client come to the setting with different abilities and roles (and therefore are never completely equal), the emphasis is consistently on creating a relationship of parity where power is shared (Stober, 2006). An egalitarian and collaborative relationship facilitates positive interactions and benefits to the client (Ives, 2008). The core focus of coaching is to partner with clients in working toward the goals and aspirations they choose for themselves (Grant & Cavanaugh, 2007).ne General Evolution of CoachingAlthough coaching is considered a developing field of study, the first reference to coaching was found in a 1937 article describing a coaching process that led to increased profits (Gorby, 1937). Since this time, the field of coaching has grown exponentially (Maynard, 2006). With this increase, the need for rigor and evaluation arose (Grant, 2004), and coaching psychology research began to populate the psychological literature during the 1960s, becoming particularly prevalent by the 1990s. Much of that research, however, was and still is phenomenological in nature, making some skeptical of the validity of coaching given its nomenclature as popular psychology, protoscience, and/or pseudoscience (Grant, 2004; Grant & Cavanagh, 2007). …}, number={5}, journal={FAMILY RELATIONS}, author={Allen, Kimberly and Huff, Nichole L.}, year={2014}, month={Dec}, pages={569–582} }
 @article{schramm_futris_galovan_allen_2013, title={Is relationship and marriage education relevant and appropriate to child welfare?}, volume={35}, ISSN={["1873-7765"]}, DOI={10.1016/j.childyouth.2012.12.013}, abstractNote={Child welfare professionals (CWPs) have historically been ignored as a potential delivery system of relationship and marriage education (RME). Based on a sample of 1015 CWPs from two states, the current study shows that CWPs believe promoting healthy couple and marital relationships is relevant to the families they serve and their work, and that they are open to receiving RME training. Results from structural equation modeling indicate that CWPs' beliefs about the relevancy and appropriateness of RME may be influenced by their current RME ability and comfort level, their beliefs about the state of marriage and the prevalence of couples in their current caseload of families they serve. Implications related to promoting RME within child welfare and engaging CWPs in RME training are discussed.}, number={3}, journal={CHILDREN AND YOUTH SERVICES REVIEW}, author={Schramm, David G. and Futris, Ted G. and Galovan, Adam M. and Allen, Kimberly}, year={2013}, month={Mar}, pages={429–438} }
 @article{allen_2012, title={I Hope: A Phenomenological Study of the Lived Experience of Fragile Families}, volume={48}, ISSN={0149-4929 1540-9635}, url={http://dx.doi.org/10.1080/01494929.2012.691084}, DOI={10.1080/01494929.2012.691084}, abstractNote={The literature surrounding fragile families, low-income, unwed couples that are expecting a baby or that are new parents, is quickly expanding as there is a growing interest in understanding demographics, barriers to marriage, desire to marry, and patterns of relationships. This is due in large part to the federal government's healthy marriage initiative, which provided millions of dollars nationwide in demonstration grants designed to improve relationships among fragile families. In the midst of the expansion of literature, however, there is a deficit of deep, qualitative understanding of the experiences, beliefs, and attitudes of fragile families regarding relationship formation and marriage. Therefore, this article describes a phenomenological study that explores the lived experience of fragile families.}, number={7}, journal={Marriage & Family Review}, publisher={Informa UK Limited}, author={Allen, Kimberly}, year={2012}, month={Oct}, pages={621–642} }