Foster caregivers provide care to some of our most vulnerable children and often experience challenges that can interfere with family functioning, including the interparental relationship. Recent efforts have been made to provide couple relationship education (CRE) to foster caregivers to support their interparental relationship and enhance the quality of the foster home. Guided by family systems theory and adult learning theory, and using an actor–partner interdependence model, the present quasi-experimental descriptive study -examined foster caregivers’ parenting stress at baseline as a moderator of change in perceptions of coparenting support from pre-program (baseline) to post-program (4–6 weeks following CRE) to determine if higher levels of stress prior to CRE inhibits positive changes in coparenting support. While both men and women experience positive change in their perceptions of coparenting support, higher levels of parenting stress moderated positive change for men.

寄养照顾者为我们一些最脆弱的孩子提供照顾，并且经常遇到可能干扰家庭功能的挑战，包括父母之间的关系。最近已努力为寄养者提供夫妻关系教育 (CRE)，以支持他们的亲子关系并提高寄养家庭的质量。在家庭系统理论和成人学习理论的指导下，并使用行动者-伴侣相互依赖模型，目前的准实验描述性研究检查了寄养者在基线时的养育压力作为预计划共同养育支持观念变化的调节器（基线）到计划后（CRE 后 4-6 周），以确定 CRE 之前较高水平的压力是否会抑制共同养育支持的积极变化。