TY - JOUR
T1 - The quality of sibling relationships and the development of social competence and behavioral control in aggressive children
AU - Stormshak, Elizabeth A.
AU - Bellanti, Christina J.
AU - Bierman, Karen L.
AU - Coie, John D.
AU - Dodge, Kenneth A.
AU - Greenberg, Mark T.
AU - Lochman, John E.
AU - McMahon, Robert J.
PY - 1996/1/1
Y1 - 1996/1/1
N2 - To understand the relations between sibling interactions and the social adjustment of children with behavior problems, 53 aggressive 1st- and 2nd-grade children, their mothers, and their siblings were interviewed about positive and negative aspects of the sibling relationship. When conflict and warmth were considered together, 3 types of sibling dyads emerged: conflictual (high levels of conflict, low levels of warmth), involved (moderate levels of conflict and warmth), and supportive (low levels of conflict, high levels of warmth). On most measures of social adjustment at school, children in involved sibling relationships showed better adjustment than did children in conflictual relationships. Results are discussed in terms of a developmental model for at-risk children in which some sibling relationships may foster the development of social skills in addition to providing emotional support, which may enhance adjustment at school.
AB - To understand the relations between sibling interactions and the social adjustment of children with behavior problems, 53 aggressive 1st- and 2nd-grade children, their mothers, and their siblings were interviewed about positive and negative aspects of the sibling relationship. When conflict and warmth were considered together, 3 types of sibling dyads emerged: conflictual (high levels of conflict, low levels of warmth), involved (moderate levels of conflict and warmth), and supportive (low levels of conflict, high levels of warmth). On most measures of social adjustment at school, children in involved sibling relationships showed better adjustment than did children in conflictual relationships. Results are discussed in terms of a developmental model for at-risk children in which some sibling relationships may foster the development of social skills in addition to providing emotional support, which may enhance adjustment at school.
UR - http://www.scopus.com/inward/record.url?scp=33751529803&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=33751529803&partnerID=8YFLogxK
U2 - 10.1037/0012-1649.32.1.79
DO - 10.1037/0012-1649.32.1.79
M3 - Article
AN - SCOPUS:33751529803
SN - 0012-1649
VL - 32
SP - 79
EP - 89
JO - Developmental psychology
JF - Developmental psychology
IS - 1
ER -