Annotated Bibliography: Stepfamily Resources

Cartwright, C. Gibson, K. (2013). The effects of co-parenting relationships with ex-spouses on

couples in step-families. Family Matters, (92), 18-28.
This article was written from an online and interview study of 99 adult couples in
re-partnered (step) families. The effects of co-parenting issues with former spouses
emerged as a source of stress for many step-couples, so the authors re-examined and
analyzed that data. The authors determined that research on step-families has not extend
beyond the step-family household. They felt it was important to include the ex-spouses
influence on the new stepfamily system since most will have continued contact because
of child care or support. The paper presents the analysis of the body of data taken from
the interviews in regard to ongoing contact with former spouses that was in the dataset
relating to influences from outside the step-family. The results section presents four
themes that were established from the data analysis process. These include: battles over
childrens residence and financial matters; not pulling their weight; lack of cooperation;
and the other parents negativity towards the stepparent or the new step-family. The
effects that these areas had on the step-couples are examined in detail.
Hart, P. (2009). On becoming a good enough stepmother. Clinical Social Work Journal, 37(2),
128-139. doi: 10.1007/s10615-009-0202-8
This article focuses on the unique challenges a stepmother may face when integrating
into a blended family. First, she must accept her role as the second-tier mother to her
stepchildren, ceding primary control, support, and parenting rights to the biological
mother. This transition often takes place with little support and, in some cases, the

stepmother may experience isolation, ostracism, and marginalization. Then, she may
struggle with ambiguity, insecurity, and jealousy. For instance, in a blended family, the
remarried couple does not experience a honeymoon period in which they strengthen and
solidify their relationship. Similarly, the stepmother must learn to see her stepdaughter
not as competition, but as a vulnerable child who has been thrust into a family system she
did not choose. By acknowledging the stepdaughters own feelings of insecurity and
recognizing loyalty conflicts, the stepmother may refocus her attention and assume a
supportive role in meeting the stepdaughters needs.
The counselor assists the stepmother in developing an internal parental stance by
offering support, empathy, validation, and understanding. Through this, the counselor
provides a holding environment or secure base from which the stepmother may build
internal resources, develop a reflective stance, and shift her focus toward creating a
nurturing relationship with her stepchildren.
Higginbotham, B., Davis, P., Smith, L., Dansie, L., Skogrand, L., & Reck, K. (2012). Stepfathers
and stepfamily education. Journal of Divorce & Remarriage, 53, 76-90. doi:
10.1080/10502556.2012.635972
This article explores the unique experience of stepfathers in the process of
stepfamily education. Many stepfathers struggle with their new role as stepparent due to
unrealistic expectations, lack of experience and preparation, and undeveloped cultural
norms. A systems approach theory views the stepfamily as a system with subsystems,
linked together in an intricate web of interactions. The challenges inherent in stepfamily
relationships can easily create imbalance in those connections, making participation in
education and problem solving approaches a reasonable step toward acquiring skills and

altering expectations that can bring balance to the system. This study collected qualitative
data from stepfathers participating in Smart Steps: Embrace the Journey (a nationally
recognized, research-based program), which focuses on challenges unique to
stepfamilies, relationship skills (communication, conflict resolution, and stress
management), and incorporates inclusion of the entire family.
Stepfathers reported improved communication skills, increased empathy and more
effective interaction with stepchildren, improved stepfathering skills and enhanced sense
of stepfather role, greater patience and understanding of their role in discipline, and
increased bonding/unity in their families. The article highlights that practitioners should
keep in mind that stepfathers may not participate in a family intervention without being
encouraged and welcomed. Recruitment may be more efficient if efforts are directed
toward mothers who are then encouraged to bring their spouses.
Jones, A.C. (2003). Reconstructing the stepfamily: Old myths, new stories. Social Work, 48, 228236.
This article examines how the privileged status of the biological nuclear family
contributes to the stigmatization of stepfamilies. Institutional and individual beliefs, bias,
and stereotypical thinking are problematic in families because they create self-fulfilling
prophecies or standards that are difficult or impossible to meet. Stepmother as cultural
villain, contemporary exposure to fairy tales where stepparents are depicted as abusive
and dangerous, simplistic portrayals of one big instant happy blended family, negative
euphemisms symbolizing inferiority and neglect such as red-headed stepchild and
Cinderella complex, lack of legal status for stepparents, and the underlying privileged
value that parenting rights and duties should be held by biological parents contribute to

the marginalization of stepfamilies. Practitioners can help to dispel unrealistic beliefs, but
may also reinforce them by sharing the myths or failing to recognize them. Guiding
therapy using a nuclear family paradigm when working with stepfamilies can create a
pathological view of interactions rather than normal system functioning. This can result
in faulty conclusions and inappropriate advice, frustrated and angry clients, and early
termination of therapy.
The article uses narrative therapy as an example to review personal and cultural
narratives for authenticity and fit, identify themes and reconstruct meaning that leads to
more satisfying lives. A narrative approach provides practitioners and stepfamilies a
framework that fosters flexibility and empowerment. The author states that it is important
as practitioners to foster family stability, as well as social stability, by encouraging new
family values that honor and respect kinship ties based on affection and moral
responsibility, rather than biology alone.
Manton, M. (2014). The application of Gestalt field theories to working with stepfamily
situations. Gestalt Journal of Australia & New Zealand, 10(2), 17-37
According to the author family systems therapy and Gestalt therapy are similar in
the fact that they both work with a process and system. However, the same type of system
that exists within a biological family cannot be translated to step-families. Stepfamilies
are a unique blend of situational or field contexts where boundaries are extremely fluid,
and where there is no dominant parental sub-system and therefore no defined power or
system hierarchy. The Gestalt perspective was developed drawing on the Gestalt concepts
of the cycle of experience and family systems. The seven developmental stages are
fantasy, immersion, awareness, mobilisation, action, contact and resolution. The author

states Gestalt field theory provides a cohesive framework through which to observe the
complexity, multiplicity, event and emotionally based forces which create flex and
movement within the stepfamily system. He goes on to further state that Gestalt therapists
working with stepfamilies can adopt a practice which is field sensitive, field insightful,
field affective and field present. The article gives brief insight into how Gestalt field
therapy has been effective in the authors practice with stepfamilies, and can be utilized
for the unique situations found only when trying to support these families.
Nuru, A.K., & Wang, T.R. (2014). She was stomping on everything that we used to think of as a
family.: Communication and turning points cohabiting stepfamilies. Journal of Divorce
and Remarriage, 55(2), 145-163. doi:10.1080/10502556.2013.871957
Over 50% of children living who live with one biological parent also lives with
his or her partner as well (Manning, 2006). The study indicated above explores the results
of interviews that were done on 28 children whose parent(s) cohabited prior to
remarrying. These results explain that children experience relational turning points due to
the following: lack of quality time, remarriage, change in family structure, relocation of
household, conflict, and prosocial behavior. This study is a helpful tool in understanding
the experience of children as stepfamily systems emerge; indicating both positive and
negative responses of relational turning points.
Pace, G.T., Shafer, K., Jensen, T.M., & Larson, J.H. (2015). Stepparenting issues and relationship
quality: The role of clear communication. Journal of Social Work,
15(1), 24-44. doi: 10.1177/1468017313504508
This article focuses on the negative association between stepparenting issues and
stress due to stepparenting on relationship stability and satisfaction. The authors suggest

that clear, positive, and open communication between partners can help create roles,
norms, and boundaries needed in a well-functioning family system. The article describes
family systems theory, relationship satisfaction and stability in stepfamilies, stepparenting
issues and conflict, and communication as a mediating factor. Using the RELATionship
Evaluation survey, the authors confirmed their hypotheses that stepfamily issues can
negatively impact relationship satisfaction and stability and that clear communication can
be a partial mediator of stepparenting issues.
Papernow, P.L. (2014). Providing evidence-based help to stepfamilies. Brown University Child
& Adolescent Behavior Letter, 30(3), 1-7
This article is for providers. The author explains the five challenges the stepfamily structure creates in intimate relationships. Two of the challenges are how
parenting tasks divide the adults and ex-spouses as part of the family. The other two
challenges are about positions and culture within the family, and the experiences of the
children. The author describes three level with which to help the families with the five
challenges; psychoeducational, interpersonal, and intrapsychic. Its a short article but it
has some valuable information.
Planitz, J.M., Feeney, J.A., & Peterson, C.C. (2009). Attachment patterns of young adults in
stepfamilies and biological families. Journal of Family Studies, 15(1), 67-81. Retrieved
from http://www.esbscohost.com
A study on the attachment patterns of young adults was conducted due to the
increase in divorce rate in the United States. According to Coleman, Ganong, & Fine
(2000), half of all marriages involve a remarriage for one or both partners. In
consideration to this, it is important to recognize the attachment patterns of children that

have experienced a dissolution of the family system. 368 young adults participated in
three studies that assessed attachment categories, working models, and attachment figures
of those in comparison to biological family systems. This study indicated that
stepfamilies were less likely to experience secure attachments than biological families.
The study indicates that satisfying relationships between biological parent(s) and children
will create an easier adjustment to stepfamily coexistence. An emphasis for such focus is
important to the counseling relationship.
Sayre, J.B., McCollum, E.E., & Spring, E.L. (2010). An outsider in my own home: Attachment
injury in stepcouple relationships. Journal of Marital and Family therapy, 36(4), 403415. doi: 10.1111/j.1752-0606.2010.00218.x
This article addresses the concerns surrounding attachment injury in couples
related to stepparenting. Not only do stepcouples miss out on time to bond and build a
connection before the arrival of children, their bonds may also be interrupted by the
challenges they face related to the children or the other biological parent. A study was
conducted with five adult females in committed stepcouple relationships in which at least
one stepchild resides in or has visitation in the couples home. Seven categories of
emotional injury markers were initially identified: irresolvable problems, change of
perception about partner, change of heart, betrayal of trust, questionable partner
dependency, abandonment, and detachment. These were later consolidated into 4
categories due to overlapping factors: irresolvable problems, change of belief about
partner, abandonment/detachment, and pivotal events. All participants felt unsupported
by their partners in child-focused coalitions and described some sort of attachment

injuries directly related to stepfamily issues. Using attachment theory to understand

stepfamilies may help clinicians to be more attuned to conflicts within stepfamilies.
Speer, R.B. & Trees, A.R. (2007). The push and pull of stepfamily life: The contribution of
stepchildrens autonomy and connection-seeking behaviors to role development in
stepfamilies. Communication Studies, 58(4), 377-394. doi: 10.1080/10510970701648590
This study considered the ways in which an adolescent stepchild may affect role
and relationship development with the stepparent. During this stage of development,
adolescents require both autonomy and connection. Autonomy allows them to engage in
identity development whereas connection allows them to feel safe and supported
throughout the process. In the case of divorce, adolescents may also use distancing
behaviors to avoid potential loyalty conflicts. As parents, the new couple may decrease
these concerns by openly communicating, setting clear expectations, and otherwise
working to eliminate role ambiguity. Stepchildren reported the most effective,
appropriate, and desirable relationship with a stepparent was that of friend, which is
characterized by warmth, affinity-seeking behavior, and shared activities. Through the
development of this relationship, the adolescent may respond with more connectionseeking behavior, less distancing, and the acceptance of steadily increasing stepparent
authority.