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Work with remarried couples is often difficult and complex. The first part of this essay provides a comprehensive discussion of the many issues faced by remarried couples under the headings of: emotional consequences of separation, the presence of children in the new relationship, finances, lack of guidelines and models, complexity of structure, and women in stepfamilies. The second part addresses therapy, by first tracing the past contributions to the field by structural, psychodynamic and cognitive models and then moving on to speculate about the offerings of Adult Attachment Theory, Trauma Theory, Narrative Therapy and Feminist Theory. Consistent with the awareness fostered by feminism the essay attempts to create a respectful dialogue between these models with the hope of gaining value from all while elevating none. The discussion is illustrated by a case example.
Work with remarried couples is often difficult and complex. The first part of this essay provides a comprehensive discussion of the many issues faced by remarried couples under the headings of: emotional consequences of separation, the presence of children in the new relationship, finances, lack of guidelines and models, complexity of structure, and women in stepfamilies. The second part addresses therapy, by first tracing the past contributions to the field by structural, psychodynamic and cognitive models and then moving on to speculate about the offerings of Adult Attachment Theory, Trauma Theory, Narrative Therapy and Feminist Theory. Consistent with the awareness fostered by feminism the essay attempts to create a respectful dialogue between these models with the hope of gaining value from all while elevating none. The discussion is illustrated by a case example.
The secondary analysis of a subsample of high school sophomores from a national data set compared students from intact, single-parent, and remarried families with respect to academic achievement, high school grades, and educational persistence. Differences among the three groups with regard to achievement test scores and high school grades were slight, though statistically significant. Larger differences among groups were found in relation to drop-out behavior. Students from intact families were least likely to drop out. Students from single-parent and remarried families showed approximately equal frequencies of drop-out behavior but strikingly different gender differences. Drop-out behavior was found to interact with the gender of the student in combination with the gender of the custodial parent so that children living with like-gender custodial parents were less likely to drop out in single-parent families, but more likely to drop out in stepfamilies.This secondary analysis of the High School and Beyond data set (National Center for Educational Statistics, 1983) attempts to gauge the effects of divorce and remarriage with regard to adolescent academic achievement and educational persistence. The study contrasts the behavior of three groups of offspring: adolescents from single-parent families, from intact families, and from families in which the custodial parent has remarried (i.e., stepfamilies).Many earlier comparative studies of the effects of variation in family structure have shown a gradient effect, with children from intact families scoring highest and those from single-parent families scoring lowest (Chapman, 1977;Oshman & Manosevitz, 1976;Parish & Dostal, 1980;Parish & Taylor, 1979;Santrock, 1972), thereby seeming to confirm the hypothesis that the reconstituted family serves as a healing environment, one in which children are somehow rescued from the adversity of family dissolution. However, other studies (
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