Poster #216 - An Examination of Interpersonal Flexibility During Sibling Conflict Using Dynamic Structural Equation Modelling. Abstract

• In Event: 3-206 - Poster Session 13
  In Poster Session: PS 13 Section - Social Relationships

Integrative Statement

Sibling relationships provide an important context for both positive and negative socialization in childhood. Research has shown that micro-processes of sibling interactions are associated with important aspects of child development (Dirks et al., 2015; Gass, Jenkins & Dunn., 2007; Pike, Coldwell& Dunn., 2005; Stocker, Burwell & Briggs., 2002) underscoring their value for developmental research. Due to the greater accessibility of the siblings and inherent asymmetries in power and dominance, conflicts are reported to occur very frequently in these relationships (Dunn, 1983; Dunn&Munn,1987; Shantz & Hobart, 1989). Although conflict is only one of several dimensions of the sibling relationship, it seems to be particularly salient to children, and many researchers posit that sibling conflict and the conflict resolution may actually contribute to the development of a child’s social competence (Berkowitz & Gibbs, 1983; Dunn & Brown, 1994; Dunn & Slomskowski,1992; Piaget,1932/1965). The primary research aim of this study was to employ a novel statistical framework, dynamic structural equation modeling (DSEM) to model sibling interaction dynamics during middle and late childhood. Five minute interactions of home visit video data (n=206) were coded in 20-second intervals where older siblings (mean=13 years old) and younger siblings (mean=7 years old) discussed and aimed to resolve a recent conflict. For each 20-second interval of the interaction, each sibling was coded based on a 5-point constructiveness scale (1=highly destructive to 5=highly constructive). Using the DSEM framework we were able examine the interpersonal flexibility of siblings during this interaction on a moment-to-moment basis. We were able to achieve this goal by examining the absolute and relative magnitude of auto-regressive and cross-lag parameters, as well as their correlations. We were also able to establish whether individual and dyadic differences in those dynamics were related to relevant predictors. This study examined whether child age and age disparities within the sibling dyad moderated effects on our parameters. Research indicates that interpersonal flexibility is a developmental process and differential power is an important component of sibling relationship, and as such, power differentials due to age differences, may predict interaction processes (Furman & Buhrmester, 1985; Vandell, Minnett, & Santrock, 1987). Results showed that on average siblings are more constructive than deconstructive in their approach to conflict resolution. Siblings engage in a “tit-for-tat” interaction dynamic, whereby they are responsive and reactive to one another’s behaviour from one moment to another. Older siblings were more reactive to their younger siblings behaviour than vice versa. Both siblings showed similar levels of rigidity, as they quickly returned to their equilibrium state after perturbation. Higher rigidity is negatively associated with constructiveness. Rigidity is also more pronounced in older siblings when there is a larger dyad age gap. Younger siblings show slightly more flexibility and variability in their behaviour when interacting with their older sibling. Furthermore, less flexible interactions from a younger sibling elicit more reactivity from their older sibling. Lastly, there is dyadic similarity in flexibility between older and younger siblings, and this covariation appears to decrease as children get older. The importance of interpersonal flexibility as it relates to social relationships and social competence is highlighted.

Authors

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

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

• Michelle Rodrigues, 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