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Description
This comprehensive Handbook will change the current mindset about sibling relationships from a relationship of secondary importance to parent-child relationships to one that reflects the many ways siblings contribute to individual development and family functioning throughout the life course and across diverse cultural contexts. As it presents the growing body of research on sibling relationships, it offers a new sibling-informed theoretical framework that challenges traditional notions of the sibling bond as one based on hostility, rivalry, and conflict. New directions are offered for research and practice that will address the real needs of families. This Handbook is relevant to all researchers and mental health practitioners.
Part 1 Siblings in Context.- Chapter 1 The Psychology of Sibling Relationships: An Introduction.- Chapter 2 Theoretical Approaches to Understanding Siblings across History and into the Future.- Chapter 3 Studying Siblings within Family Systems: Theory, Methods, and Models.- Chapter 4 Assessing Sibling Relationships Among Children and Adolescents.- Part 2 Siblings in Diverse Family Contexts.- Chapter 5 Changes in Children s Adjustment and Family Dynamics Across the Transition to Siblinghood.- Chapter 6 Sibling Relationships in Divorced, Remarried, and Reconstituted Families.- Chapter 7 Siblings in Foster Care or Adoptive Homes.- Chapter 8 Siblings of Individuals with a Developmental Disability, Mental Health Condition, and/or Chronic Illness.- Chapter 9 The Unique Case of Twins and Multiples.- Part 3 Siblings in Cultural Context.- Chapter 10 Sibling Relationships in Chinese Culture.- Chapter 11 The Role of Family and Sociocultural Contexts in Latino Sibling Relationships Across the Lifespan.- Chapter 12 The Role of Siblings in Black Family Systems.- Part 4 Sibling Relationships as Contexts for Learning and Development.- Chapter 13 Sibling Play as a Pathway for Development and the Co-Construction of Relationships.- Chapter 14 Sibling Interaction as a Context for Children s Developing Theory of Mind.- Chapter 15 Sibling Relationships as a Context for Moral Development.- Chapter 16 Sibling Relationships as Contexts for Social and Emotional Development.- Part 5 Siblings as Social Influencers.- Chapter 17 Siblings as Teachers and Learners.- Chapter 18 Positive Engagement in the Sibling Relationship: Implications for Self and Identity Development During Adolescence.- Chapter 19 Risky Behaviors: Testing the Waters of Adolescent Sibling Relationships.- Chapter 20 The Dark Side of Sibling Relationships.- Chapter 21 Sibling Relationships and Mental Health.- Chapter 22 Sibling Influences in Emerging Adulthood.- Chapter 23 Sibling Relationships in Early and Middle Adulthood.- Chapter 24 Sibling Estrangement: Brothers and Sisters who have Low or No Contact and who Lack Closeness in Adulthood.- Chapter 25 Siblings as Life Partners: Older Adults.- Part 6 Moving Forward.- Chapter 26 Advancing Sibling Research, Theory, and Practice.- Chapter 27 Sibling Practice: Thinking Siblings and Building Connections.
Laurie Kramer, PhD is Professor of Applied Psychology at Northeastern University and is the Founding Director of the Family Resiliency Center at the University of Illinois. Her longitudinal research on the early development of sibling relationships has led to the development of an evidence-based intervention program to strengthen children s sibling relationships that is serving families from around the globe. She is a Licensed Clinical Psychologist with expertise in child and family therapy. An award-winning teacher and former academic dean, she has also devoted much of her career to advancing undergraduate and graduate education.
Nina Howe, PhD is a Distinguished Professor Emeritus in the Department of Education, Concordia University, Montreal. She held the Concordia University Research Chair in Early Childhood Development and Education (2007-2023). Her areas of research include children s sibling relationships (pretense, conflict, teaching, imitation), children s play, the social-cognitive development of preschool and school-aged children, and early childhood education. She is a prolific writer whose work has been supported by numerous granting agencies. A former school counsellor and special education teacher, she has applied her rich experiences to support the educational mission of preschools and childcare centers.
Brenda L. Volling, PhD is the Lois Wladis Hoffman Collegiate Professor of Psychology at the University of Michigan. Her research focuses on early social and emotional development, siblings, parent-child interaction, and family relationships. She has conducted extensive research on the role of fathers and children's development and continues to work with international collaborators, students, and post-doctoral fellows to advance research in father-child relationships. She is also the Principal Investigator of the Family Transitions Study (FTS), a longitudinal investigation examining changes in family functioning and the firstborn s adjustment after the birth of a baby sibling, which has received funding from the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) and the John E. Fetzer Foundation.
