THE QUALITY OF SIBLING RELATIONSHIPS AND THE DEVELOPMENT OF SOCIAL COMPETENCE AND BEHAVIORAL-CONTROL IN AGGRESSIVE-CHILDREN

To understand the relations between sibling interactions and the socia l adjustment of children with behavior problems, 53 aggressive 1st- an d 2nd-grade children, their mothers, and their siblings were interview ed about positive and negative aspects of the sibling relationship. Wh en conflict and warmth were considered together, 3 types of sibling dy ads emerged: conflictual (high levels of conflict, low levels of warmt h), involved (moderate levels of conflict and warmth), and supportive (low levels of conflict, high levels of warmth). On most measures of s ocial adjustment at school, children in involved sibling relationships showed better adjustment than did children in conflictual relationshi ps. Results are discussed in terms of a developmental model for at-ris k children in which some sibling relationships may foster the developm ent of social skills in addition to providing emotional support, which may enhance adjustment at school.