No description available.

Family forms are changing and parental separation often constitutes the first in a series of marital transitions experienced by children. The first aim of the study was to address the nature of child adjustment in single-parent, reconstituted and intact families in middle childhood. The second aim was to examine possible group differences in children's adjustment several years after parental separation occurred during infancy or beyond. Another purpose was to explore whether child adjustment in different family types differed as a function of infant-mother attachment histories. The third aim was to identify concurrent and longitudinal factors linked to child adjustment. In particular, family type differences in children's sibling relationships and associations with adjustment were examined. Maternal parenting, expectations and children's appraisals of and attributions for maternal differential parenting in different family types were tested and related to sibling relationship quality. Associations between infant-mother and -sibling relationships with younger siblings' adjustment and sibling relationships in middle childhood were tested. The sample included 76 Caucasian families. In Study 1 mothers rated child adjustment using questionnaires and infant-mother attachment classifications were assessed by an observer using the Classic Strange Situation. A sub-sample of 55 mothers, target child and their biological sibling participated in Study 2 which involved maternal interviews about parenting and questionnaires about sibling relationships. Children completed questionnaires rating their sibling relationship and provided appraisals of and attributions for maternal differential parenting. Case studies of observed sibling interaction were conducted in middle childhood. Infant-sibling attachment and relationships were assessed using a modified Classic Strange situation and home observations respectively. Study I found that although children in single-parent families displayed higher levels of externalising behaviours than children in intact families, the effect size of the mean difference was modest and individual differences marked. Boys were less academically and socially competent than girls. Children who experienced parental separation from three years onwards displayed more externalising behaviours than children in intact families. Children with secure infant-mother attachment histories displayed lower levels of externalizing behaviours in all family types. One of the main hypothesis in Study 2 proposed that sibling relationships in families who experienced marital transition, especially single-parent families would be less warm and more argumentative. Contrary to prediction, levels of sibling warmth and conflict in single-parent families did not differ from those in intact families. Siblings in reconstituted families reported significantly less conflict than siblings in single-parent and intact families. Remarried mothers reported significantly higher levels of sibling warmth in their children' relationship than married mothers and less sibling conflict than singleparent mothers. Correlational analyses revealed that sibling warmth and conflict were related to some child adjustment dimensions, especially in reconstituted families. Univariate analyses revealed significant mean differences in sibling relationships as a function of maternal discipline strategies of sibling conflict, although variations according to family type and respondent were found. Although, mean levels of maternal differential parenting did not differ, varying associations, especially for differential control and sibling conflict occurred in different family types, suggesting a "process X context" relationship. Multivariate analyses revealed that maternal differential control accounted for 9% of the variance in siblings' externalizing behaviours. Mean differences in academic competence occurred according to siblings' offering the attributions "personal attributions and interests" and "don't know" as explanations for maternal differential parenting. Individual differences in the duration of infant solitary play infancy showed moderate stability with children's sibling relationships. Infant solitary and joint play was linked to younger siblings' externalising behaviours and competencies in middle childhood. Externalizing behaviours were associated with older siblings' positive and younger siblings' negative behaviours as infants.

The purpose of the research was to explore the experiences of siblings who have a brother or sister with a life-limiting or a life-threatening condition. The aim was to uncover themes in their experiences to inform practice and ultimately, improve the support that is available for such siblings. Semi-structured interviews were carried out with six participants who ranged between eight and 28 years of age. Transcripts from the interviews were analysed using Interpretative Phenomenological Analysis (IPA) in order to generate themes. Five superordinate themes emerged across all participants: • The impact of having a brother or sister with a life-limiting or life-threatening condition on siblings as individuals. • The impact of life-limiting or life-threatening conditions on how siblings view their brother or sister. • The impact of having a brother or sister with a life-limiting or life-threatening condition on siblings' relationships within the family, friendship groups and school systems. • Within-child and systemic factors that help siblings to feel supported. • Within-child and systemic factors that cause siblings to feel that they lack support. A sixth superordinate theme emerged from interviews with the four older participants: • The impact of the passage of time on siblings' experiences. Possible implications of the study are discussed including avenues for further research and recommendations for schools and the practice of Educational Psychologists (EPs).

This thesis presents an in-depth, qualitative mixed method (QMM) inquiry into the coming out experiences of 19 lesbian, gay, bisexual (LGB) and 6 heterosexual brothers and sisters. It investigates what happens to sibling relationships, sibling identities, and sibling practices when non-heterosexuality is disclosed or discovered. This study seeks to explore how LGB individuals manage their sexuality in sibling and wider family dynamics; the difficulties of keeping secrets, the fears of being rejected, and the joys or disappointments experienced as they negotiate their new sexual identities. This study also explores how heterosexual siblings are emotionally affected by the disclosure of their sibling’s sexuality, and the impact that non-heterosexuality can have upon the relationships between brothers and sisters over time. The analysis is based upon data generated through semi-structured interviews, sibling sticker charts, research diaries, and debrief meetings. The research concludes that heterosexual siblings are significant in the process of coming out, but that disclosure is often far from simple. What is revealed is that the lives of siblings are meshed in wider family connections (specifically parents) and that the decisions about whether or not to come out to heterosexual brothers and sisters are often made in light of family responsibilities, obligations and commitments. The research shows that when parents hold homophobic or hostile attitudes towards non-heterosexuality this can create barriers to openness between siblings, causing tension in family relationships. Findings also suggest that when LGB individuals do come out the reactions from their heterosexual siblings are complex and often tied up in understandings of their relational family connections. Heterosexual sibling stories show a range of simultaneous, competing, and non-liner emotions about having an LGB brother or sister, including happiness, shock, concern, and anger. When attention is paid to the impact of disclosure over time this research shows that coming out can change the relationships between LGB and heterosexual brothers and sisters in mostly positive ways, although there can also be some negative consequences for these relationships. Sibling connections can become stronger, closer, and more supportive post disclosure. This seemingly troubles the persuasive discourses of crisis and rejection from families that have been entrenched in family coming out stories.

Educational Studies / M. Ed.

The family is a miniature society, where a child is afforded the opportunity to develop, form relationships and create his/her own identity. The child's development does not always take place without certain challenges. Different internal and external factors influence a child's development. Certain external factors, for instance a child with disabilities, can have a negative or positive influence on the child. The aim of this study is to determine the influence of the child with Cerebral Palsy on the social and emotional development of siblings. The research will be done using the idiographic method. The results show that the child with Cerebral Palsy does have an influence on the emotional and social development of siblings. / Educational Studies / M.Ed. (Inclusive Education)

The family is a miniature society, where a child is afforded the opportunity to develop, form relationships and create his/her own identity. The child's development does not always take place without certain challenges. Different internal and external factors influence a child's development. Certain external factors, for instance a child with disabilities, can have a negative or positive influence on the child. The aim of this study is to determine the influence of the child with Cerebral Palsy on the social and emotional development of siblings. The research will be done using the idiographic method. The results show that the child with Cerebral Palsy does have an influence on the emotional and social development of siblings. / Educational Studies / M.Ed. (Inclusive Education)

Educational Studies / M. Ed.