Administering justice in the family.

Ross, Helen E.; Filyer, Rebecca; Lollis, Susan; Perlman, Michal; Martin, Jacqueline

doi:10.1037/0893-3200.8.3.254

Cited by 80 publications

(107 citation statements)

References 22 publications

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“…Observers quietly dictated the ongoing behavioral interaction into a tape recorder, which also recorded all participants' language on a second track. The sessions were transcribed using both the recorded language and detailed descriptive accounts of sibling and parent interaction (see Ross, Filyer, Lollis, Perlman, & Martin, 1994). Transcriptions included verbal and physical action codes of individuals' behavior toward one another (e.g., request action, protest) to translate the interactions accurately.…”

Section: Methodsmentioning

confidence: 99%

“This Bird Can't Do It ‘Cause this Bird Doesn't Swim in Water”: Sibling Teaching During Naturalistic Home Observations in Early Childhood

Howe

Porta

Recchia

et al. 2013

Journal of Cognition and Development

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Social-constructivist models of learning highlight that cognitive development is embedded within the context of social relationships characterized by closeness and intimacy (Vygotsky, 1978). Therefore, in contrast to prior research employing semistructured paradigms, naturalistic sibling-directed teaching was examined during ongoing interactions at home. Thirty-nine middle-class, two-parent families (older sibling, M age ¼ 6;3; younger sibling, M age ¼ 4;4) were studied. Intentional sequences of sibling-directed teaching were coded for: a) frequency; b) type of knowledge taught (i.e., conceptual or procedural); c) initiation of teaching by the teacher or following a request by the learner; d) teaching strategies (e.g., direct instruction, demonstration); and e) learner responses (e.g., active involvement, rejection). Findings indicated that teachers were most likely to initiate teaching spontaneously rather than respond to direct requests by learners. Teachers were most likely to initiate teaching of procedural knowledge, while learners were most likely to request the teaching of conceptual knowledge. The type of teaching strategy employed depended on who initiated the teaching and the type of knowledge taught. The response of the learner was associated with who initiated the teaching and the teaching strategies employed. These findings reveal the nuances and sophistication of young children's attempts to teach one another naturally in their homes. Findings are discussed in light of recent empirical and theoretical work.

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Section: Methodsmentioning

confidence: 99%

“This Bird Can't Do It ‘Cause this Bird Doesn't Swim in Water”: Sibling Teaching During Naturalistic Home Observations in Early Childhood

Howe

Porta

Recchia

et al. 2013

Journal of Cognition and Development

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show abstract

“…Previous research on the parental role in sibling behavior has shown that parental nonintervention over sibling disputes is common (~45%) despite leading to subsequent sibling conflict (Kramer, Perozynski, & Chung, 1999; Perlman & Ross, 1997; Ross, Filyer, Lollis, Perlman, & Martin, 1994; Perozynski & Kramer, 1999; Siddiqui & Ross, 2004). Harsh and authoritarian parental behavior following sibling disputes also may lead to more conflictual sibling exchanges (McHale, Updegraff, Jackson Newsom, Tucker, & Crouter, 2000).…”

Section: Reducing Sibling Conflict In Maltreated Children Placed In Fmentioning

confidence: 99%

Reducing Sibling Conflict in Maltreated Children Placed in Foster Homes

Linares¹,

Jimenez²,

Nesci³

et al. 2014

Prev Sci

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Sibling aggression among maltreated children placed in foster homes is linked to other externalizing problems and placement disruption. The reduction of sibling conflict and aggression may be achieved via a multicomponent ecologically focused intervention for families in the foster care system. The focus of the study is to evaluate the feasibility and short-term effectiveness of a transtheoretical intervention model targeting sibling pairs and their foster parent that integrates family systems, social learning theory, and a conflict mediation perspective. In this pilot study, sibling pairs (N=22) and their foster parent were randomized into a three-component intervention (n=13) or a comparison (n=9) group. Promoting Sibling Bonds (PSB) is an 8-week prevention intervention targeting maltreated sibling pairs ages 5–11 years placed together in a foster home. The Siblings, Parent, and Joint components were delivered in a program package at the foster agency by a trained two-clinician team. Average attendance across program components was 73%. Outcomes in four areas were gathered at pre-and post-intervention: observed sibling interaction quality (positive and negative) including conflict during play, and foster parent reports of mediation strategies and sibling aggression in the foster home. At post-intervention, adjusting for baseline scores and child age, intervention pairs showed higher positive (p<.001) and negative (p<.05) interaction quality, and lower sibling conflict during play (p <.01) than comparison pairs. Foster parents in the intervention group reported a higher number of conflict mediation strategies than those in the comparison group (p <.001). Foster parents in the intervention group reported lower sibling physical aggression from the older toward the younger child than those in the comparison group (p <.05). Data suggest that the PSB intervention is a promising approach to reduce conflict and promote parental mediation which together may reduce sibling aggression in the foster home.

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“…For example, in a study by Siegal and Storey (1985) children judged hitting to be a more serious violation than not sharing or not helping. Similarly, research on parental interventions in siblings' conflicts showed that rules that prohibit aggression and promote sharing received more parental support than did rules that prohibit tattling, bossing, lying, and excluding siblings (Ross, Filyer, Lollis, Perlman, & Martin, 1994).…”

mentioning

confidence: 98%

“Hands Off the Car, It’s Mine!” and “The Teacher Will Be Angry if We Don’t Play Nicely”: Gender-Related Preferences in the Use of Moral Rules and Social Conventions in Preschoolers’ Dyadic Play

Tulviste

Koor

2005

Sex Roles

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The aim of the present study was to examine the moral and conventional rules in 40 same-sex and same-age 4-and 5-year-old preschoolers' dyads during their play interaction. Significant gender differences were found both in the dominant social domain and in the prevailing types of rules within each domain. Boys referred to moral rules more often than girls did. In the category of moral rules, boys were significantly more likely to bring up justice and rights issues than girls were. In the category of conventional rules, girls focused on miscellaneous and general conventions and boys on the destruction of property. Moral rules were applied more frequently in conflict situations. Regardless of gender, the rules of justice were the most likely moral rules to engender conflicts.

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Administering justice in the family.

Cited by 80 publications

References 22 publications

“This Bird Can't Do It ‘Cause this Bird Doesn't Swim in Water”: Sibling Teaching During Naturalistic Home Observations in Early Childhood

“This Bird Can't Do It ‘Cause this Bird Doesn't Swim in Water”: Sibling Teaching During Naturalistic Home Observations in Early Childhood

Reducing Sibling Conflict in Maltreated Children Placed in Foster Homes

“Hands Off the Car, It’s Mine!” and “The Teacher Will Be Angry if We Don’t Play Nicely”: Gender-Related Preferences in the Use of Moral Rules and Social Conventions in Preschoolers’ Dyadic Play

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