Coparenting and children’s temperament predict firstborns’ cooperation in the care of an infant sibling.

Song, Jae Min; Volling, Brenda L.

doi:10.1037/fam0000052

Cited by 51 publications

(38 citation statements)

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“…Our results also suggested that alternative interventions might be needed in order assist families with the transition period and support children’s adjustment. Recent research examining the child and family factors that predicted children’s emotional and behavioral adjustment after the birth of a second child, strongly suggested that focusing on parental discipline and the management of children’s misbehaviors, as well as the coparenting relationship may be advantageous targets for pre-birth education classes or interventions (Volling et al, in press; Kolak & Volling, 2013; Song & Volling, 2015). Most firstborn children enter siblinghood before age three, suggesting it may be more developmentally advantageous to direct intervention efforts to parents rather than children.…”

Section: Resultsmentioning

confidence: 99%

“…Using a 5-point Likert scale (1= never to 5 = always ), the SREC assesses sibling behavior in very young children; mean scores were computed for each of the three subscales: conflict (5 items, Cronbach’s alpha range across the three timepoints for both mothers and fathers = .72–.79), positive involvement (7 items, Cronbach’s alpha = .84–.86), and avoidance (3 items, Cronbach’s alpha = .52–.68). The SREC scales have been used repeatedly in earlier studies of sibling relationships (Volling & Elins, 1998; Volling, McElwain, & Miller, 2002; Oh, Volling, & Gonzalez, 2015; Song & Volling, 2015; Volling et al, in press) to predict sibling relationship trajectories and how those relationships relate to other parent- and family-level processes over time.…”

Section: Methodsmentioning

confidence: 99%

“…Census Bureau, 2009). Individual children react differently to the infant sibling’s birth: some children experience significant disruption, but others often respond positively (Oh, Volling, & Gonzalez, 2015; Song & Volling, 2015) or with little to no distress (Volling, 2012). Further, children’s initial reactions in the weeks after the sibling’s birth were predictive of the quality of the relationship between siblings nearly a year later (Dunn & Kendrick, 1982).…”

mentioning

confidence: 99%

“…The DES perspective and prior research also underscore the importance of considering multiple aspects of the child’s adjustment after the birth of a sibling rather than a single indicator that may not capture the full range adjustment issues. These include behavior problems (e.g., sleep, aggression, anxiety, withdrawal; Dunn, Kendrick, & MacNamee, 1981; Stewart, 1990; Volling et al, in press), quality of the early sibling relationship (Dunn & Kendrick, 1982; Oh, Volling, & Gonzalez, 2015, Song, & Volling, 2015), and relationships with parents (Dunn & Kendrick, 1980; Teti, Sakin, Kucera, Corns, & Eiden, 1996; Touris, Kromelow, & Harding, 1995). The main goal of the current investigation was to examine whether sibling preparation class helped children adjust to the birth of siblings.…”

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confidence: 99%

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Efficacy of Sibling Preparation Classes

Beyers-Carlson¹,

Volling²

2017

Journal of Obstetric, Gynecologic & Neonatal Nursing

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Objective To examine the effectiveness of sibling preparation classes to facilitate the adjustment of a firstborn child to the birth of a sibling. Design Longitudinal study with five measurement occasions: third trimester of the mother’s pregnancy and 1, 4, 8, and 12 months following the sibling’s birth. Setting Communities in southeastern Michigan. Participants Two hundred forty-one families, including mothers, fathers, and firstborn children. Methods Mothers and fathers completed questionnaires to assess changes in children’s adjustment. Parents were also asked about their children’s attendance at a sibling preparation class focused specifically on preparation for the newborn. Effects of attendance were tested using linear mixed models. Results Other than avoidance of the infant, children attending sibling preparation classes did not differ from children who did not attend. Conclusion Sibling preparation classes for adjustment after the birth of an infant sibling had few effects on participants.

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

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confidence: 99%

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Efficacy of Sibling Preparation Classes

Beyers-Carlson¹,

Volling²

2017

Journal of Obstetric, Gynecologic & Neonatal Nursing

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“…We view the early interest in the infant and the eventual development of friendly or hostile sibling interaction over the year following the birth as an indicator of children’s psychological adjustment to the transition to siblinghood (Oh, Volling, & Gonzalez, 2015; Song & Volling, 2015). Individual differences in the older siblings’ reactions to the infant have consequences for the developing sibling relationship and the subsequent development of the children (Dunn, 1983; Song & Volling, 2015).…”

Section: Developmental Consequences Of Children’s Adjustment For Siblmentioning

confidence: 99%

I. Introduction: Understanding the Transition to Siblinghood From a Developmental Psychopathology and Ecological Systems Perspective

Volling¹

2017

Monographs Society Res Child

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The birth of an infant sibling is a common occurrence in the lives of many toddler and preschool children. Early childhood is also a time for the emergence of disruptive behavior problems that may set the stage for later problem behaviors. The current study examined individual differences in young children’s behavioral and emotional adjustment after the birth of a sibling in an effort to uncover developmental trajectories reflecting sudden and persistent change (maladaptation), adjustment and adaptation (resilience), gradual linear increases, and no change (stability and continuity). Growth mixture modeling (GMM) was conducted with a sample of 241 families expecting their second child using a longitudinal research design across the first year after the sibling’s birth (prenatal, 1, 4 8 and 12 months) on seven syndrome scales of the Child Behavior Checklist (CBCL 1.5–5:(Achenbach & Rescorla, 2000): aggression, attention problems, anxiety/depression, emotional reactivity, withdrawal, somatic complaints, and sleep problems. For all scales, multiple classes describing different trajectory patterns emerged that reflected predominantly intercept differences; children high on problem behavior after the birth were those high before the birth. There was no evidence of a sudden, persistent maladaptive response indicating children underwent a developmental crisis for any of the problem behaviors examined. Most children were low on all problem behaviors examined and showed little change or actually declined in problem behaviors over time, although some children did experience more pronounced changes in the borderline clinical or clinical range. Only in the case of aggressive behavior was there evidence of an Adjustment and Adaptation Response showing a sudden change (prenatal to 1 month) that subsided by 4 months, suggesting that some young children react to stressful life events but adapt quickly to these changing circumstances. Further, children’s withdrawal revealed a curvilinear, quadratic path, suggesting children both increased and decreased in their withdrawal over time. Guided by a developmental ecological systems framework, we employed data mining procedures to uncover the child, parent, and family variables that best discriminated the different trajectory classes and found that children’s temperament, coparenting, parental self-efficacy, and parent-child attachment relationships were prominent in predicting children’s adjustment after the birth of an infant sibling. Finally, when trajectory classes were used to predict sibling relationship quality at 12 months, children high on aggression, attention problems, and emotional reactivity in the year after the birth engaged in more conflict and less positive involvement with the infant sibling at the end of the first year.

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Theory‐of‐Mind development and early sibling relationships after the birth of a sibling: Parental discipline matters

Song

Volling

2017

Infant and Child Development

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This study investigated relations among children's Theory-of-Mind (ToM) development, early sibling interactions, and parental discipline strategies during the transition to siblinghood. Using a sample of firstborn children and their parents (N = 208), we assessed children's ToM before the birth of a sibling and 12 months after the birth, and sibling interactions (i.e., positive engagement and antagonism) and parental discipline strategies (i.e., child-centred and parent-centred discipline) at 4 and 8 months in the first year of siblinghood. Structural equation modelling analyses revealed that children's ToM before the birth of the sibling predicted children's positive engagement with the infant sibling, whereas children's antagonistic behaviours towards the infant sibling negatively predicted children's ToM at 12 months, but only when mothers used low levels of child-centred discipline. These findings emphasize the role of parents in the development of young children's social- cognitive understanding in the context of sibling interactions even as early as the first year after the sibling's birth.

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Coparenting and children’s temperament predict firstborns’ cooperation in the care of an infant sibling.

Cited by 51 publications

References 29 publications

Efficacy of Sibling Preparation Classes

Efficacy of Sibling Preparation Classes

I. Introduction: Understanding the Transition to Siblinghood From a Developmental Psychopathology and Ecological Systems Perspective

Theory‐of‐Mind development and early sibling relationships after the birth of a sibling: Parental discipline matters

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