L12 - Family Structure and Sibling Relationships Flashcards

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1
Q

What are the 2 types of sibling interaction?

A
  • Reciprocal: mutual - play and conflict: even power balance
  • Complementary: hierarchical and caretaking: power imbalance
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2
Q

What are 4 major characteristics?

A
  • Strong positive and negative, often ambivalent affect
  • Wide individual differences in relationship quality
  • Sharing a common history
  • Non-shared env - diff treatment by parents
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3
Q

What are transitions to siblinghood?

A
  • Highly variable reactions
  • Developmental setbacks
  • Greater maturity
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4
Q

What are there ecological transitions?

A
  • Direct change in the individual’s role e.g only child to only sibling
  • A change to ecological setting e.g parent-child relationship change
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5
Q

What is a systems view of sibling arrival?

A
  • Microsystem: parent-child relationship
  • Mesosystem: connections between immediate and wider family and less time in child care
  • Exosystem: parental leave, support from community
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6
Q

Where do we see evidence for systems view of sibling arrival? (Types of evidence)

A
  • Post-birth designs: could be biased due to memory
  • Longitudinal studies
  • Quasi-experimental studies
  • Natural experiments
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7
Q

What did Voling find for sibling arrival?

A
  • Changes in children’s affective state, more distress for some children but all and short lived
  • Less responsive and less affectionate to parents
  • No consistent sex differences
  • Younger children may have reported more problems
  • No clear evidence regarding behaviour and adjustment difficulties
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8
Q

Why is there variability in difference in behaviour with sibling arrival?

A
  • Timing of transition e.g development level before transition
  • Cumulative/simultaneous events at time of transition e.g childcare
  • Amplification/accentuation: how are predispositions accenrtuated during times of stress
  • Goodness of fit: between child behaviour and context
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9
Q

What was the issue with the longitudinal studies conducted by voling?

A
  • Lack of large, ethnically diverse samples from different socioeconomic and cultural backgrounds
  • Few longitudinal studies
  • Nearly all studies in ‘nuclear families’ and 30-40 years ago
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10
Q

What are the three types of reports mother and father give?

A
  • Positive engagement:
  • Antagonistic behaviour
  • Avoidance
  • Child’s temperament causes parenting stress, causing parental self-efficacy leading to punitive parenting
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11
Q

What were the three classifications of children:

A
  • Positively Engaged: 50%
  • Escalating Antagonism: 42%
  • Early-onset Antagonism: 8%
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12
Q

What happens to the older sibling overall when second baby comes?

A
  • Children’s responses to siblinghood are mixed, and negative responses seemingly short lived
  • Patterns of children’s early interactions with their infant sibling also heterogeneous and related to child, parent and family factor
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13
Q

How are sibling relationships a training ground for learning about the social world?

A
  • Play and humour
  • Talking about feelings and perspectives
  • Overcoming disagreements and conflict
  • Reasoning about moral issues
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14
Q

Is there a sibling effect on theory mind?

A
  • Having child aged siblings gives the best advantage
  • Pretend play associated with theory of mind
  • Humorous play is related to positive relationships and emotional understanding
  • Mental state languages related to social understanding
  • Conflict management where children talk about inner states and perspectives linked to social understanding skills
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15
Q

Describe conflict in sibling relationships:

A
  • Conflict is very common
  • Over a third of children experience aggression
  • Sibling antagonism is associated with poorer mental health in later childhood and adolescents
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16
Q

What is the quality of sibling relationships related to?

A
  • How parents interact with child
  • How parents manage interactions between siblings
17
Q

How did parents train using mediation techniques linked to positive outcomes?

A
  • Setting ground rules
  • Children state their point of view
  • Building empathy and understanding for each other
  • Siblings propose solutions and agree