ABSTRACT
Remarriages and stepfamilies have received increased attention in the past decade. The attention stems from the prevalence of divorce and repartnering and an interest in how unique issues in stepfamilies affect relationship quality (Sweeney, 2010). In addition to normative marital challenges, many couples in stepfamilies also face negative cultural stereotypes about their family structure, stepparenting responsibilities, and ongoing interactions with ex-partners (Ganong & Coleman, 2004). Addressing stepfamily specific issues can distract couples from attending to the enhancement of their own relationships and can, unintentionally, lead to increased conflict and dissolution (Schoen & Canudas-Romo, 2006). Fortunately, clinicians have noted that many of the problems commonly encountered by couples in stepfamilies stem from preventable or modifiable situations, not individual psychopathology (e.g., Visher & Visher, 1996). Consequently, scholars and family life educators have advocated for educational interventions as an effective mechanism to help prepare and assist couples with step-relationships (Adler-Baeder & Higginbotham, 2004; Lucier-Greer, Adler-Baeder, Ketring, Harcourt, & Smith, 2012).
Theoretical Foundations and History
