Poster #153 - Validation of a Revised Interparental Conflict Coding System and Implications for Developmental Research

• In Event: 3-159 - Poster Session 12
  In Poster Session: PS 12 Section - Parenting & Parent-Child Relationships

Integrative Statement

Interparental conflict, both constructive and destructive, is important for many developmental outcomes in children (Goeke-Morey et al., 2003). Constructiveness, productive and supportive communication techniques (e.g., problem solving, cooperation), has been linked with emotional security and prosocial behavior. Whereas destructiveness, hostile and unproductive communication techniques (e.g., verbal aggression, defensiveness), has negative implications such as increased risk for adjustment disorders (McCoy et al., 2009). Lastly, the degree of resolution, the strength to which conflicts are ameliorated, is important for children’s sense of stability and reducing emotional distress (Davies & Cummings, 1994). How each parent individually expresses these behaviors versus how the couple as a unit dynamically handles disagreements may be important to consider when examining associations with parenting behaviors and child outcomes. Existing observational coding systems of marital interactions are typically quite complex due to the challenging nature of accurately capturing various styles of constructiveness, destructiveness, and resolution, thereby making it challenging to achieve inter-rater reliability. Thus, we have a revised a well-known coding system by Cummings and colleagues (2006) to be more succinct and easier to learn. For example, many of the scales are now 5-point rather than 10-point scales. We have also created couples scores to reflect the dyad as a unit, in addition to how each individual expresses conflict.

As a first step, we intend to demonstrate convergent validity through self-reported conflict behaviors and predictive validity through self-reported parental involvement with a larger goal of using this system to predict child outcomes. As part of a larger study, 102 (current N) mother-father dyads with 6-month old infants completed at-home questionnaires and visited our lab for a video-recorded problem-solving task (PST) where parents discussed a conflict and attempted to reach a resolution in seven minutes. Marital conflict questionnaires included the Conflicts and Problem Solving Scale (Kerig, 1996) and O’Leary Porter Scale (Porter & O’Leary, 1980); the Child Care Activities Scale (Cronenwett et al., 1988) was used to assess parental involvement. As a preliminary step, 50 PST videos were coded for constructiveness, destructiveness, and degree of resolution for each individual and couple and correlated with self-report data. Sixty percent of the videos were coded for reliability with a gold standard coder and trained graduate student; intraclass correlations ranged from .68 to .89.

Zero-order correlations for mothers and fathers are presented in Tables 1 and 2, respectively. Correlations support the validity of our adapted system; constructive, destructive, and resolution behaviors are significantly related to their corresponding global techniques. For instance, self-reported verbal aggression is significantly related to observed destructiveness for individuals and couples. Aspects of maternal involvement are also positively related to constructiveness and negatively related to destructiveness. Thus, evidence of convergent and predictive validity indicate that this revised coding system provides an efficient method of coding and understanding observed conflict dynamics and patterns between parents. Subsequent analyses will include additional participants (N = ~150) as new patterns may emerge with more data. Future directions will also examine conflict behaviors with infant measures, such as infant affect during the still-face paradigm.

Authors

• Amanda L. Nowak, University of Notre Dame
  Presenting Author

• Samantha Murray, University of Notre Dame
  Non-Presenting Author

• Julie Braungart-Rieker, University of Notre Dame
  Non-Presenting Author

• E. Mark Cummings, University of Notre Dame
  Non-Presenting Author