ObjectiveTo investigate the relationships among dyadic coping, marital satisfaction, and parenting stress in the context of caring for a child with an autism spectrum disorder (ASD).BackgroundExtant literature demonstrates the negative effects of parenting stress on individual and couple functioning for parents of children with ASD. Yet little is known about how these couples utilize their couple relationship as a resource for coping with this stress (i.e., dyadic coping) and its impact on both marital satisfaction and parenting stress.MethodData from a convenience sample of 69 married couples raising children with ASD were used to conduct analyses using the actor–partner interdependence model. Participants completed an online survey with measures of dyadic coping, marital satisfaction, and parenting stress. Path analysis models were used to test for the mediating effect of marital satisfaction on the relationship between dyadic coping and parenting stress.ResultsResults showed that dyadic coping was positively associated with marital satisfaction and negatively associated with parenting stress. Marital satisfaction was also negatively associated with parenting stress, and several associations between dyadic coping and parenting stress were mediated by marital satisfaction.ConclusionFindings suggest that dyadic coping holds important implications for the marital satisfaction and parenting stress of couples raising children with ASD.ImplicationsThose who work with parents of children with ASD should help couples develop relationship‐based coping strategies to reduce parenting stress.

The 1970

This mixed methods exploratory study illustrates the influence of pervasive misconceptions about Islam on the experiences of 314 adult Muslims across the United States. Quantitative results suggest that Muslim stress levels are comparable to the stress levels of other marginalized groups in the United States. Qualitative analysis revealed four themes that highlight the challenges faced by Muslims as well as their resiliency in the face of microaggressions and marginalization. Family therapists may utilize these personal accounts to expand their understanding of Muslim experiences, and to reflect on their own implicit biases toward Muslims in order to reduce chances of premature termination. Clinical implications include using resiliency-based models and creating collaborative partnerships with community leaders when working with this religious minority group.

The purpose of this study was to understand differences in one's ability to implement relationship self‐regulation (RSR) in marriage based on the family‐of‐origin variables of parent–child relationship quality, parental marital satisfaction and current emotional health. The participants were 484 married couples who completed the relationship evaluation. Structural equation modelling was used to test a model that showed that the actor and partner's emotional health were associated with RSR in marriage, while most family‐of‐origin factors were not directly associated with RSR. However, the perceived mother–child relationship quality was associated with RSR for wives, but not husbands, when controlling for the other variables in the model. There were no significant relationships between father–child relationship quality or parental marital satisfaction and RSR. Implications for couple therapists and educators are discussed. Practitioner points Relationship self‐regulation (RSR) involves recognizing one's own positive and negative contribution to the relationship. Emotional health affects RSR and should be attended to in work with couples. Helping partners address emotional health issues may increase a couple's ability to collaboratively work on their relationship. Open expression of emotions and positive communication skills may decrease emotional health symptomology and increase the couples' use of RSR.

Matthew D. Brown asks students to enter into conversation with the texts they read, connecting personally to make meaning. The process of annotation-analyzing the purposes for annotation, brainstorming connections, developing ideas through peer feedback, and writing detailed responses to text-allows students to consider how active interaction between reader and text is vital to their understanding.