Hannah C. Williamson

Communication Behavior and Relationship Satisfaction Among American and Chinese Newlywed Couples

Most research on couple communication patterns comes from North America and Europe and suggests cross-cultural universality in effects, but emerging studies suggest that couple communication takes different forms depending on the cultural context in which it occurs. The current study addressed this discrepancy by comparing the observed social support behaviors of 50 newlywed American couples and 41 newlywed Mainland Chinese couples, first on mean levels of positivity and negativity and second on behavior-satisfaction associations. Consistent with predictions derived from observational work by Tsai and Levenson (1997), Chinese couples were observed displaying significantly more negative behavior than American couples, even after controlling for relationship satisfaction; the 2 groups did not differ in observed positive behaviors. Tests of the moderating role of culture on behavior-satisfaction associations showed that positivity was significantly related to relationship satisfaction only for American husbands, whereas negativity was significantly associated with relationship satisfaction only for Chinese husbands. We speculate that cultural contexts may influence the display and evaluation of behavior in intimate relationships, suggesting the need for caution when generalizing models and associated interventions to non-Western couples.

Factor analysis of the Iowa family interaction rating scales.

Observational coding systems are uniquely suited for investigating interactional processes in couples and families, but their validity in diverse populations is unknown. We addressed this issue by applying factor analysis to interactional data collected from couples in low-income neighborhoods and coded with the widely used Iowa Family Interaction Rating Scales (IFIRS). Our sample of 414 low-income, ethnically diverse newlywed couples each provided 24-min samples of problem-solving and social support behavior. Interrater reliabilities were strong, and the resultant factors--reflecting positive, negative, and effective communication--were very similar to those obtained with White middle-class samples. Additionally, couples were more negative, less positive, and less effective in problem-solving conversations than in socially supportive conversations, further supporting the validity of the IFIRS in this population. We conclude by discussing the strengths and shortcomings of the IFIRS when used in a low-income, ethnically diverse population.

Risk Moderates the Outcome of Relationship Education: A Randomized Controlled Trial

OBJECTIVE To test whether the effects of relationship education programs generalize across couples regardless of their baseline levels of risk for relationship distress, or whether intervention effects vary systematically as a function of risk. The former result would support primary prevention models; the latter result would support a shift toward secondary prevention strategies. METHOD Engaged and newlywed couples (N = 130) were randomized into 1 of 3 relationship education programs. Individual and relational risk factors assessed at baseline were tested as moderators of 3-year changes in relationship satisfaction, overall and in each of the 3 treatment conditions. RESULTS Treatment effects varied as a function of risk, and more so with variables capturing relational risk factors than individual risk factors. High-risk couples (e.g., couples with lower levels of baseline commitment and satisfaction) tended to decline less rapidly in satisfaction than low-risk couples following treatment. Couples with acute concerns at baseline, including higher levels of physical aggression and alcohol use, benefitted less from intervention than couples without these concerns. Comparisons across treatment conditions indicate that couples with relatively high baseline satisfaction and commitment scores declined faster in satisfaction when assigned to an intensive skill-based intervention, as compared with a low-intensity intervention. CONCLUSIONS Outcomes of skill-based relationship education differ depending on premarital risk factors. Efficient identification of couples at risk for adverse relationship outcomes is needed to refine future prevention efforts, and deploying prevention resources specifically to at-risk populations may be the most effective strategy for strengthening couples and families.

Does premarital education decrease or increase couples' later help-seeking?

Interventions intended to prevent relationship distress are expected to enhance relationship satisfaction and, in turn, reduce the need for later couples counseling. We test this prediction against an alternative possibility: participation in preventive interventions may operate as a gateway for later help-seeking, paradoxically increasing receipt of later couples counseling. A cross-sectional study of 2,126 married individuals examined whether participation in premarital education covaried inversely or directly with couples counseling. Consistent with the gateway hypothesis, receiving premarital education covaried with an increased likelihood of receiving couples counseling. The association between receipt of premarital education and pursuit of couples counseling was moderated by demographic indicators, with the association being stronger for African Americans and for individuals with lower incomes and less formal education. Encouraging the use of premarital interventions may increase the use of therapeutic interventions later in the relationship, especially among high-risk populations.

Premarital education and later relationship help-seeking.

Despite evidence that empirically supported couple therapies improve marital relationships, relatively few couples seek help when they need it. Low-income couples are particularly unlikely to engage in relationship interventions despite being at greater risk for distress and dissolution than their higher-income counterparts. The present study aimed to clarify how premarital education influences couples’ progression through different stages of later help-seeking, as identified in prior research. Using 5 waves of self-report data from a sample of 431 ethnically diverse newlywed couples living in low-income neighborhoods, analyses revealed that wives who received premarital education later considered seeking therapy at a higher level of relationship satisfaction and lower level of problem severity than those who did not receive premarital education, though this was not true for husbands. Wives who received premarital education were also more likely as newlyweds to say that they would seek therapy if their relationship was in trouble, though husbands were not. Spouses who considered seeking therapy were more likely to follow through with participation if they had received premarital education, whereas if they had not received premarital education they were more likely to consider seeking therapy without following through. Similarly, among couples who received therapy, those who also received premarital education sought therapy earlier than those who did not receive premarital education, though not at a higher level of relationship satisfaction. Taken together, these results suggest that participation in premarital education is linked with later help-seeking by empowering couples to take steps throughout their marriage to maintain their relationship.

Are problems that contribute to divorce present at the start of marriage, or do they emerge over time?

Divorced individuals offer explanations for why their relationship ended, yet little is known about the development of these problems during the relationship. Problems that lead to divorce may exist at the beginning of the marriage (enduring dynamics model) or may develop over time (emergent distress model). We asked 40 divorced individuals about the reasons for their divorce and compared the development of problems that did and did not contribute to their divorce over the first few years of their marriage. Results support an emergent distress model for wives as they saw problems that lead to divorce increasing over time. Results for husbands indicated that they were less attuned to problems overall, suggesting that wives are the bellwether for relationship problems.

Communication Moderates Effects of Residential Mobility on Relationship Quality Among Ethnically Diverse Couples.

Although interpersonal communication is a defining feature of committed relationships, the quality of couple communication has not proven to be a straightforward cause of relationship quality. At the same time, emerging models argue that external circumstances likely combine with communication to generate changes in relationship quality. We integrate these 2 ideas by proposing that communication does exert effects on changes in relationship quality, but primarily when couples encounter challenging situations that require an adaptive response. In the present study we examine residential moves to different neighborhoods as one such adaptive challenge. We conducted a longitudinal study of 414 newlywed couples to examine whether observed communication moderates the effect of moving to higher- or lower-income neighborhoods on changes in relationship quality. Results indicate that communication exerts no main effects on relationship quality. Consistent with the proposed model, however, wives who displayed less positive, less effective, and more negative behaviors experienced greater decreases in relationship quality, but only when couples moved to substantially higher-income neighborhoods. Because communication may not affect relationship quality until couples encounter qualitatively new demands, strengthening relationships may pivot less on improving communication skills and more on ensuring that couples’ circumstances do not overwhelm the skills that they already possess.

Education and job-based interventions for unmarried couples living with low incomes: Benefit or burden?

Objective: Government initiatives undertaken to improve the earning potential of disadvantaged unmarried parents assume that job training and additional schooling will strengthen these families, yet alternative models predict that these same interventions could overwhelm couples’ limited resources, undermining family stability. Method: We use 3 waves of dyadic data and propensity score analysis to test these competing perspectives by examining the effects of job-related and school-related interventions on 3-year marriage rates. The sample consists of unmarried new parents averaging

Financial strain and stressful events predict newlyweds' negative communication independent of relationship satisfaction.

20,475 in household income, 52% of whom are African American and 20% of whom are Hispanic/Latino. Results: Marriage rates decreased, from 17% to 10%, for couples in which men participated in school-related interventions. Mediation analyses indicate that school-related interventions reduce the amount of time men spend with their child and the amount of money they contribute to their household, reducing marriage rates in turn. Marriage rates were unaffected by women’s participation in school-related interventions, and by men’s and women’s participation in job-related interventions. Conclusion: Implementing economic interventions that increase income while minimizing demands on the limited resources of economically distressed couples may prove necessary for strengthening society’s most vulnerable families.