ABSTRACT
Studies comparing the social and academic adjustment of youngsters living in diverse family structures provide convincing evidence that divorce and repartnering are transitions that place youngsters at risk. Such family structure transitions are associated with increased risk for conduct problems, school problems, and peer rejection (Brody, Neubaum, & Forehand, 1988; Capaldi & Patterson, 1991; Chase-Landsdale, Cherlin, & Keirnan, 1995; Forgatch, Patterson, & Ray, 1996; Furstenberg & Seltzer, 1986; Hetherington & Clingempeel, 1992; Zill, Morrison, & Coiro, 1993). Why do most youngsters weather these family transitions relatively unscathed while a substantial subset suffers? One answer appears to lie within the parent–child context. Effective parenting practices contribute significantly to differential adjustment for the children who live in divorced and repartnered families (Anderson, Lindner, & Reunion, 1992; Bray & Berger, 1993; Capaldi & Patterson, 1991; Forgatch & DeGarmo, 1997; Hetherington, 1993; Hetherington & Clingempeel, 1992; Vuchinich, Vuchinich, & Wood, 1993). Some mothers are able to maintain effective parenting practices even while gaining or losing an intimate partner. This ability to remain constant in parenting may reflect a balance in protective and risk factors within the mother's social environment.
