Poster #138 - Examining Processes in Father-Child Conflict Discussions Using Dynamic Structural Equation Modeling

• In Event: 2-110 - Poster Session 07
  In Poster Session: PS 07 Section - Parenting & Parent-Child Relationships

Integrative Statement

Sensitive father-child relationships have been found to promote regulation skills and improved social and cognitive functioning (Allen, Daly, & Ball, 2012). Parent-child conflict is one important aspect of the parent-child relationship that is both normative and frequent beginning in the preschool years and typically peaking in the adolescent years (Laible, Panfile, & Makariev, 2008; Goede, Branje, & Meeus, 2009). The ability to manage interpersonal disagreements and resolve conflicts in a constructive manner is a central skill that a child must acquire in childhood during interactions with parents to be successful in the social world (Macoby, 1992). Research has typically examined the frequency of conflict as well as the prevalence of different conflict resolution strategies used, with less of a focus on the dynamic processes that arise during a conflict episode. Examining dynamic processes enables one to understand how individuals react to one another’s behaviour based on each person’s individual behaviour (e.g., how sensitive each member is) and the broader context (e.g., history of two dyadic partners) (Smith & Thelen, 1993). Studying processes inherent in conflict discussions in father-child dyads, a goal of the current study, is essential to better understanding how dyadic partners influence one another and become constructive or destructive over time, which can inform prevention and intervention efforts. To date, there is limited research on this topic due to methodological constraints.

In the current study, Dynamic Structural Equation Modeling (DSEM) was used, which is similar to an Actor-Partner Interdependence Model but can be used with intensive longitudinal data. The following research questions were examined: 1) What is the average level of conflict constructiveness in the sample of father-child dyads? 2) How quickly do fathers and children return to their baseline level of constructiveness after being perturbed during a conflict discussion? 3) Do fathers and children causally drive changes in one another’s constructiveness during the conflict discussion? 4) Do fathers’ and children’s interaction dynamics in conflict vary as a function of father Adverse Childhood Experiences (ACEs)?

The current study was embedded within a larger longitudinal birth-cohort study (Kids, Families, and Places). Data from 150 father-child dyads during the fifth wave of data collection was used. The mean age of children was 7.29 years (SD=.79) and 52.7% of the sample was female. Fathers and children were asked to discuss a recent conflict and attempt to reach a resolution within a 5-minute period (total of 15 20-second snapshots). In each snapshot, the behaviour and affect of both dyadic partners were coded for positivity and negativity. Results revealed that conflict constructiveness was higher among fathers than children. Also, fathers and children quickly returned to their baseline level of constructiveness after being triggered by their partner, indicating adaptive regulation skills. When examining causal influences, it was found that fathers with a history of ACEs had more of an effect on children’s behaviour in subsequent snapshots compared to healthy fathers. In contrast, children did not drive changes in father affect or behaviour during the conflict resolution task. The clinical implications of findings are discussed.

Authors

• Michelle Rodrigues, Ontario Institute for Studies in Education, University of Toronto
  Presenting Author

• Sahar Borairi, Ontario Institute for Studies in Education, University of Toronto
  Non-Presenting Author

• Nina Sokolovic, Ontario Institute for Studies in Education, University of Toronto
  Non-Presenting Author

• Andre Plamondon, Université Laval
  Non-Presenting Author

• Jennifer Jenkins, University of Toronto
  Non-Presenting Author