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Teaching Siblings to Get Along Benefits Long-Term Health

Teaching Siblings to Get Along Benefits Long-term Health  Penn State researchers believe they have developed a prevention program that can help siblings of elementary-school age learn to get along.

Researchers believe the collegiality can help improve a child’s future health and well-being — not to mention lessening stress for countless parents.

“Negative sibling relationships are strongly linked to aggressive, anti-social and delinquent behaviors, including substance use,” said Mark Feinberg, Ph.D., research professor in the Prevention Research Center for the Promotion of Human Development.

“On the other hand, positive sibling relationships are linked to all kinds of positive adjustment, including improved peer and romantic relationship quality, academic adjustment and success, and positive well-being and mental health.

“With this program, we wanted to help siblings learn how to manage their conflicts and feel more like a team as a way to improve their well-being and avoid engaging in troublesome behaviors over time.”

In the study, researchers recruited 174 families living in both rural and urban areas. Each of the families had one child in the fifth grade and a second child in the second, third or fourth grade.

To obtain background information about the families, the researchers collected questionnaire data from the parents, interviewed each of the siblings privately and videotaped family interactions. The team also videotaped the siblings as they planned a party together.

The team also gave a popular book on how to parent siblings to each of the families —including those in the control and the intervention groups — to see if the intervention would yield benefits above and beyond having access to such a parenting book.

The intervention program, called SIBlings Are Special (SIBS), was designed to improve sibling and family relationships just prior to older siblings’ transition to middle school – a period that often includes increased exposure to and involvement in risky behaviors.

The 174 families who participated in the study were randomly assigned to take part in SIBS or to be in a control condition.

The program included a series of 12 afterschool sessions in which the researchers used games, role-playing activities, art activities and discussions to teach small groups of sibling pairs how to communicate in positive ways, how to solve problems, how to come up with win-win solutions and how to see themselves as part of a team rather than as competitors.

The program also included three “family fun nights” in which the children had the opportunity to show their parents what they had been doing in the afterschool sessions.

“We found that the siblings who were exposed to the program showed more self-control and social confidence; performed better in school, according to their teachers; and showed fewer internalizing problems, such as depressive symptoms, than the siblings in the control group,” said Feinberg.

Noticeably, the researchers discovered the program benefited parents as well as the siblings. “The program helped parents use more appropriate strategies for parenting their kids,” said Feinberg.

“In addition, intervention mothers reported significantly fewer depressive symptoms after the program than control mothers, perhaps because their kids were doing better and they were less worried about them. No effects of the program were seen for fathers regarding depression.”

Researchers believe the study findings, published in the Journal of Adolescent Health, can benefit all parents.

“We think that by encouraging siblings to feel like they’re part of a team, and by giving them tools to discuss and resolve issues, parents can help their kids develop more positive relationships with each other, which can benefit everyone in the family,” said Feinberg.

“So, for example, if the kids are fighting over what television channel to watch or whose turn it is, we might suggest that a parent not resolve the issue for them, but instead give them just enough help so that they can calmly discuss and resolve the problem on their own.

“When siblings come up with their own solutions, they may be more likely to use those solutions again in the future.”

Investing in more effort on the front end as a parent by helping siblings learn how to stay calm and discuss and resolve issues will pay off over time, according to Feinberg.

“It’s an investment in reducing your own stress and enhancing your children’s well-being for the future.”

Source: Penn State

Boy yelling at his brother photo by shutterstock.

Teaching Siblings to Get Along Benefits Long-Term Health

Rick Nauert PhD

Rick Nauert, PhDDr. Rick Nauert has over 25 years experience in clinical, administrative and academic healthcare. He is currently an associate professor for Rocky Mountain University of Health Professionals doctoral program in health promotion and wellness. Dr. Nauert began his career as a clinical physical therapist and served as a regional manager for a publicly traded multidisciplinary rehabilitation agency for 12 years. He has masters degrees in health-fitness management and healthcare administration and a doctoral degree from The University of Texas at Austin focused on health care informatics, health administration, health education and health policy. His research efforts included the area of telehealth with a specialty in disease management.

APA Reference
Nauert PhD, R. (2018). Teaching Siblings to Get Along Benefits Long-Term Health. Psych Central. Retrieved on September 28, 2020, from
Scientifically Reviewed
Last updated: 8 Aug 2018 (Originally: 28 Nov 2012)
Last reviewed: By a member of our scientific advisory board on 8 Aug 2018
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