A systemic approach to sibling functioning in childhood – a research review

The aim of the paper is to review recent literature and introduce a systemic approach to the nature of sibling relationships during the first years of life. A growing body of evidence suggests that siblings play considerable roles in each other’s development, and that the quality and the character of the sibling bond may have far-reaching effects. The present review elucidates the interactions between subsystems, particularly the functioning of the sibling subsystem; it also considers influences from other internal and external factors. It discusses siblinghood between children with regard to three main domains: warmth and support, rivalry and jealousy, and conflict. The final part of the article suggests some implications considering the influence of child siblinghood on adolescent and adult life.

Middle Manager Leadership Behavior of Government Officials in Indonesia

Changes in the leadership behavior of the middle managers in the ranks of government bureaucracy, including: insight, decision making, ability to influence others, the use of authority, and ability in interpersonal relationships, can be performed by increasing the educational value, leadership training, functional techniques as well as empowerment and development in the workplace. The empowerment and development includes\ improving organizational commitment such as: partiality attitude, working engagement, performance improvement, conflict control, a sense of commitment, obedience, and loyalty to the organization where a middle manager is in charge; and decreasing the sense of boundaries; setting clear and unambiguous standard of performance results and, equity in awarding activity, clear goals of the organization, warmth and support in the working relationship, and the risk-taking.

Postdivorce Coparenting Relationships and Parent–Youth Relationships: Are Repartnership and Parent–Youth Contact Moderators?

Using data from 392 divorced mothers and fathers, living in the United States, with a child between 10 and 18 years old, we first identified three types of postdivorce coparenting relationships ( cooperative, moderately engaged, and conflictual and disengaged) based on coparenting communication, cooperation, and conflict. We then tested if three aspects of parent–youth relationships differed between those groups. Parental warmth and support, parental knowledge, and inconsistent discipline did not differ based on the type of postdivorce coparenting relationship participants had with their ex-spouses. Finally, we tested if repartnership (i.e., being remarried or cohabiting with a new partner) or parent–youth contact moderated the associations between postdivorce coparenting and parent–youth relationships. There was one significant moderation effect. When parent–youth contact was monthly or less, parental knowledge appears lower in the conflictual and disengaged cluster compared with the other two clusters.

The Swiss Teaching Style Questionnaire (STSQ) and Adolescent Problem Behaviors

Based on evidence on parenting, the aim of the study was to develop a teaching questionnaire and to examine links to adolescent problem behaviors. Exploratory and confirmatory factor analysis, cluster analysis, and hierarchical linear modeling was used based on self-reports of 340 teachers (mean age 44.7 years, SD = 10.7) and their 5904 students (mean age 15.9 years, SD = 0.9). The three-dimensional factor structure could be confirmed. The dimension warmth and support was negatively associated with bullying in the class taught, and interaction between warmth and support and rules and control was negatively associated with cigarette smoking, cannabis use, and delinquency. On the other hand, psychological pressure was associated with low academic achievement. Although indications of the importance of teaching styles in the prevention of multiple adolescent problem behaviors were found, differences between teaching and parenting make further research necessary.

What do Students Want in Advising? A Policy Capturing Study

A policy capturing approach was used to examine the advising variables that contribute to student satisfaction. Students (N = 468) rated 48 scenarios in which advising approach, relationship, advisor gender, emotional nature of the relationship, and type of advisor were manipulated. Results show that being known to the advisor, having a professional advisor, and receiving warmth and support from the advisor were important factors to advisee satisfaction. Ratings differed by student gender, advising experience, and age. Relational variables can exist across multiple advising approaches, and satisfaction likely depends more on the advisor's interpersonal skills and style than advising approach.

Sex Differences in the Use and Effectiveness of Tactics of Impression Management

Sex differences and comparisons of use and effectiveness of 28 impression management tactics were examined for 178 men and 124 women in higher-level positions. Few differences were found despite several exceptions. Women used greeting cards more frequently than men and gave higher effectiveness ratings to warmth and support, making small talk, and avoiding a direct “no” in response to a request. Use and effectiveness ratings were positively related, yet men gave higher effectiveness than use ratings to sending greeting cards and remaining calm under pressure. Women gave higher effectiveness than use ratings to being knowledgeable about a work-related topic and calmness under pressure. Results reinforce the idea that women emphasize interpersonal relationships on the job and also suggest that remaining calm under pressure may represent a developmental need for men and women in higher-level jobs.