Typologies of family functioning and children's adjustment during the early school years.
Guided by family systems theory, the present study sought to identify patterns of family functioning from observational assessments of interparental, parent-child, and triadic contexts. In addition, it charted the implications for patterns of family functioning for children's developmental trajectories of adjustment in the school context across the early school years. Two-hundred thirty-four kindergarten children (129 girls and 105 boys; mean age = 6.0 years, SD = 0.50 at Wave 1) and their parents participated in this multimethod, 3-year longitudinal investigation. As expected, latent class analyses extracted 3 primary typologies of functioning including: (a) cohesive, (b) enmeshed, and (c) disengaged families. Furthermore, family patterns were differentially associated with children's maladaptive adjustment trajectories in the school context. The findings highlight the developmental utility of incorporating pattern-based approaches to family functioning.
Sturge-Apple
Melissa L
ML
Department of Clinical and Social Sciences in Psychology, University of Rochester, Rochester, NY 14627, USA. mapple@psych.rochester.edu
Davies
Patrick T
PT
Cummings
E Mark
EM
D000223:Adaptation, Psychological; D002648:Child; D005195:Family Relations; D005260:Female; D006801:Humans; D007389:Internal-External Control; D008137:Longitudinal Studies; D008297:Male; D015233:Models, Statistical; D010287:Parent-Child Relations; D016487:Parenting / Q000523:psychology; D012574:Schools; D012917:Social Adjustment; D012931:Social Environment; D013334:Students / Q000523:psychology