Topic 5 Assignment RemindersClass,I just wanted to remind you .docx

Topic 5 Assignment Reminders
Class,
I just wanted to remind you about our weekly assignment. This
week you will be submitting one assignments. Please make sure
that you completely review the assignment page.
Case Study Analysis- This assignment is 500-750-word rough
draft. We will use the provided template for this (attached to
this post). In the assignment you will be analyzing a case study
from the resource “For Cultural Competence: Knowledge, Skills
and Dispositions Needed to Embrace Diversity” and are listed in
the table of contents.
1. Make sure to review “For Cultural Competence: Knowledge,
Skills and Dispositions Needed to Embrace Diversity” in the
course materials. Without this resource you will not be able to
complete the assignment.
2. Support your work with citations 2-3 scholarly journal
articles preferably from the last 3 years.
3. Make sure to use the template (attached below) and follow all
directions on the template.
4. Follow APA Style (https://www.gcumedia.com/lms-
resources/student-success-center/v3.1/#/tools/writing-
center [click Style Guides and Templates on this page and then
you will see the APA Style Guide and Template]).
5. The assignment must address all prompts on the assignment
page.
6. Submit your work to your work to Lopes Write and then
complete your final submission in the dropbox.
If you have any questions please let me know, and I hope that
everyone has a great week.
Instruction for the Assignment
Select Case Study 3.5, 3.7, 3.8, or 3.9 in “For Cultural
Competence: Knowledge, Skills and Dispositions needed to
Embrace Diversity.”

Examine the scenario through a lens of cultural competence to
determine when/how a deeper cultural understanding would
have influenced the teacher’s responses.
In a 500-750 word analysis, discuss 2-3 of the following
concepts of deep culture in the context of the selected case
study:
· Collective orientation (promoting needs of the group versus
promoting needs of the individual)
· Time orientation
· Respect for authority
· Perceptions and value of education
· Priority of family
· Communication (e.g., language development, verbal
communication styles, nonverbal communication, physical
proximity)
· Value of work/Work ethic
· Peer pressure
· Assimilation dilemma: adaptation versus preservation
In addition, include specific advice to the teacher in your case
study to help him or her respond more appropriately to the
student/family.
Use at least 2-3 scholarly sources (other than the assigned
readings) to justify your responses.
Prepare this assignment according to the guidelines found in the
APA Style Guide, located in the Student Success Center. An
abstract is not required.
Activity 3.5 (American Indians Case Study)
................................................................145
Activity 3.7 (Latinos Case Study)
................................................................................149
Activity 3.8 (African Americans Case Study)
..............................................................152
Activity 3.9 (Asian Americans Case Study)
.................................................................155
Activity 3.5 (American Indian Case Study)

Time: 30 Minutes
Activity Description
1. Divide participants into small groups; ask them them to read
the corresponding case study.
2. Once group members have read the case study, ask them to
respond to the following questions:
� Many American Indians prize groupness over an exclusive
focus on the individual. To what
extent does this collective orientation impact the teacher’s
perception that Sen was cheating.
� To what extent is Sen’s tardiness a reflection of defiance or
his cultural conditioning that the
current moment governs the time orientation?
� Is it the teacher’s responsibility to teach Sen about being on
time?
� When Ms. Lilly invites Sen’s parents in for a conference, on
what issues should she focus? How
will she respect any cultural differences that may interfere with
Sen’s ability to profit from the
learning experience?
� How should Ms. Lilly deal with the fact that nonverbal
communication and cooperation are
integral components of American Indian culture?
� What cultural information might help Ms. Lilly respond more
appropriately to any difficulties
Sen may be experiencing at school?
� To what extent might Sen be experiencing cultural conflicts
between the expectations of his
American Indian heritage and the expectations rooted in the
mainstream American educational
system?
� What responsibility does Ms. Lilly have for addressing the
teasing that occurs because of Sen’s
clothing?

Case Study
Sen Youngblood is a twelve-year-old (6th grade) American
Indian boy whose teacher recently
requested a parent-teacher conference because of concerns she
had about his academic
performance in the classroom. Ms. Lilly frequently complains
about Sen not completing
assignments as instructed and that he neglects to ask for help
even when he is completely
confused. When he finally asks for help, Sen’s questions
frequently occur long after an
assignment or a directive has been given and often disrupts the
flow of the class. More recently,
students in the class have been teasing Sen about his clothing.
Ms. Lilly has concerns about the
fact that Sen may have delayed language skills for his age in
comparison to many of his
classmates. Additionally, Ms Lilly feels that Sen’s habitual
tardiness interferes with his ability to
profit from the learning experience. On more than one occasion
during testing, Sen has been seen
discussing questions with fellow classmates. Ms. Lilly has
repeatedly spoken to Sen about her
concerns but he usually just remains silent.
Facilitator’s Notes
1. Among many American Indians, sharing represents an
important cultural value and operates as a
method of demonstrating honor and respect for others. In fact,
refusing to share is often considered
selfish and may be regarded as an offensive act directed toward
the donor. Based on this particular
cultural value, Sen may not have perceived discussing test
questions as inappropriate. Moreover,
American Indians value cooperation and interdependence.
Discuss strategies that teachers may use to help Sen understand

behavioral
expectations regarding testing.
2. Silence represents a highly prized cultural value among many
American Indians. In comparison to the
more verbose styles of Americans, many Indian children are
perceived as having delayed language
skills. In fact, their receptive language skills may mask their
actual performance abilities. Within an
American Indian cultural context, children frequently learn by
observing a skill enacted and then
practicing the newly acquired skill. This modeling approach
places less reliance on verbal dexterity,
which could in turn be misperceived in the classroom, causing
some teachers to make inaccurate
attributions about a child’s ability level. Finally, among many
American Indian groups there is a
preference to carefully weigh and consider all possibilities
before talking, because once something is
said, words cannot be retracted. If Sen is operating out of his
American Indian cultural orientation, his
delays in asking questions may reflect a preference for
organizing his thoughts before he talks as
opposed to an indication that he has delayed language skills.
Discuss strategies that teachers may use to accommodate Sen’s
cultural
preference for silence, reflection, and observation.
3. Many traditionally oriented American Indians have a present
time orientation which governs life
activity. This may mean that strict adherence to rigid time
schedules may not occur. In this sense,
what occurs in the here and now is far more meaningful than a
precise adherence to the clock or a
future time orientation. The differences between an American
Indian worldview and a mainstream
American worldview may contribute to conflicts in the

classroom.
Activity 3.7 (Latino Case Study)
Time: 30 Minutes
1. Divide participants into small groups and have them read the
corresponding case study.
2. Once group members have read the case study have them
� What is known about this child’s cultural group?
� How do you think the teacher’s attitude toward the family
while having to wait for the parents to
arrive, get more chairs, and address Jorge’s absenteeism
impacted her ability to respond to the
child and family in a professional, warm, caring, and
compassionate manner?
� What factors may impact Jorge’s high rate of absenteeism?
� Do you think that all Latino children have similar problems
with attendance? How do you think
generation in this country, employment, child care issues, and
English proficiency may impact
Jorge’s attendance?
� Does this teacher exude the characteristics of cultural
competency?
� What are the teacher’s expectations for this child? Based on
the information presented in this case
study does the teacher have high expectations for the child,
indifference towards the child, etc.?
� What cultural information might help her to respond more
appropriately to the family?
� What might the teacher do to improve her ability to work
more effectively with the child and
family?
� What services might the teacher request from the school

administration or the district
administration?
Case Study
Jorge Vargas is a sixth grade Mexican-American student who
has a diagnosed learning disability. His
parents have been invited to attend his annual IEP conference.
The teacher, Ms. Franklin, waits
expectantly for them in the conference room and has set up
three chairs, one for herself, and two for the
parents. When the parents do arrive ten minutes after the
scheduled appointment time, three other people
are with them, a grandmother, an aunt, and an infant. In
exasperation, the teacher attempts to find some
additional chairs.
Mr. and Mrs. Vargas are Mexican migrant farmers who have had
to reschedule this conference on at least
two other occasions. When they do arrive, it becomes apparent
to the teacher that the parents do not speak
English fluently. Ms. Franklin is at a loss in terms of strategies
for communication but continues by
explaining Jorge’s progress and goals for the coming school
year. She uses a lot of technical jargon to
describe and explain Jorge’s academic objectives. She does
pause to ask if the parents have any questions,
but they stare at her blankly and then smile. In an effort to
communicate more effectively, Ms. Franklin
talks extremely loud and in a slow cadence. This behavior
puzzles the family members.
Ms. Franklin addresses a concern she has about Jorge’s
attendance. Last month he was absent for an
entire week without notifying the school. And this month he has
already missed three days of school. The
parents confirm that he was absent on the occasions cited. At
the conclusion of the conference, the parents
sign the necessary paper work, the teacher thanks them for

coming, and the family shakes her hand and
leaves.
1. Because of the proximity between the United States and many
parts of Central and South America, a
considerable number of Latino immigrants find themselves
returning to their countries of origin for
regular visits. The collective orientation among many
traditionally oriented Latino families may mean
that family obligations take precedence over a child’s
education. The seasonal nature of migrant
farming may result in frequent moves among Latino children.
Educators may work to secure services
from local homeless education agencies to assist in meeting the
educational needs of transitory
children.
2. Acculturative stress refers to the challenges that immigrants
experience as a result of attempting to
adapt to a new cultural milieu. These stressors often include
high unemployment and poverty rates,
health factors, difficulty securing assistance from schools and
agencies, language barriers, culture
shock, a sense of grief and loss of the homeland, etc. School-
age children may often be called upon to
assist with the family transition process by serving as
interpreters and negotiating bureaucratic
agencies, which frequently occurs during school times and
results in high rates of absenteeism.
What systemic resources can schools rely on to insure that
children spend more
time in school?
3. Many Latino parents experience difficulty negotiating
American educational institutions and,
consequently, avoid contact with school officials for fear they
will embarrass themselves or their

children. These families often regard education as the school’s
domain and feel their responsibility
involves addressing issues of behavior. The educational
preparation and exposure that governs the
parenting styles of many middle class American families may
not be understood or even function as a
priority given other pressing needs for survival. Moreover,
many immigrant Latinos may reside in
this country illegally and harbor apprehensions that they may be
deported if school officials uncover
this information. Such fears may reduce interactions between
the school and the family.
Activity 3.8 (African-American Case Study)
Time: 30 Minutes
� What cultural assumptions may have contributed to the
teacher’s recommendation of Jamal for
special education services?
� What might have happened if Jamal’s parents were not
actively involved in his education and did
not recognize their rights as parents?
� Had the teacher altered her methods of instruction, do you
think she would have seen different
results in Jamal’s academic performance?
� Given Jamal’s high energy level and need for stimulation,
how might a teacher alter his/her
instructional style to better accommodate Jamal?
� What is known about African-American children and males in
particular that could have
contributed to the alteration of Ms. Anderson’s teaching style?

� What cultural information might help Ms. Anderson respond
more appropriately to Jamal?
Case Study
Jamal is an 8-year-old third grader at J. Carter Simpson
Elementary School where he has been
experiencing some academic difficulties in Ms. Anderson’s
class. For instance, he is not completing his
work consistently, and he often talks with other students during
instructional time. Jamal is highly social
at inappropriate times and frequently annoys his teacher
because he will get up and sharpen his pencil
during instruction. Moreover, his trips to and from the pencil
sharpener often involve his interacting in
disruptive ways with his classmates. Jamal is a bright, capable,
and articulate youngster who possesses an
enormous amount of energy. In fact, his teacher experiences his
verve as tiring and annoying. Jamal
appears to be struggling with reading comprehension and
declining grades although he is very verbal and
pleasant. At times Jamal can be extremely argumentative. He
insists on being right even when he is quite
obviously wrong.
Ms. Anderson’s frustration has escalated to such an extent that
she has now submitted a referral for
special education placement. She firmly believes that the
curriculum far surpasses Jamal’s capability and
thinks that he would be better served in a special education
classroom. Ms. Anderson has considered the
fact that her over-reliance on paper and pencil tasks may
contribute to his disinterest in academics. Miss
Anderson believes that Jamal should be tested and removed
immediately from her classroom.
Jamal’s parents, however, disagree vehemently with this

recommendation; however, they agreed to have
him tested. Upon completion of the tests the school
psychologist, Dr. Manning reports that Jamal is
actually gifted and attributes his earlier behavioral difficulties
with boredom in the classroom. Dr. Mann
subsequently recommends that Jamal be placed in a more
academically challenging environment that will
stimulate him intellectually.
1. Frequently, African-American children are overrepresented in
special education and underrepresented
in gifted education programs. This knowledge may unknowingly
bias teachers into assuming that
students who are underperforming may warrant special
education services. Jamal’s penchant for
being right, his high energy level, and divergent thought
processes reflect characteristics of gifted
children. Without a clear understanding of the profiles of gifted
students and the manifestation of
these behaviors among certain African- American students,
educators may unintentionally overlook
children who exhibit a gifted profile.
2. Among many African-American children peer acceptance
assumes great significance. Often students
find themselves torn between two competing orientations or
cultures: the culture of the school which
sanctions academic performance and success and the peer
culture which often encourages and
rewards underachievement. Males, in particular, feel that it is
not cool to work hard and want to be
accepted in the peer culture. Acceptance is often contingent
upon the decision to reject academic
performance.
What can educators do to combat the perception that academic
failure is

acceptable?
3. In order for Ms. Anderson to maximize Jamal’s potential, she
will probably need to cultivate a warm,
nurturing relationship with Jamal. Many African-American
children refuse to cooperate with teachers
unless there is mutual respect and positive regard between the
student and teacher. Successful
teachers of African-American children recognize and work
painstakingly hard to build alliances with
children.
What can Ms. Anderson do to build upon a relationship that
appears to be
deteriorating?
What can be done to help Jamal recognize that regardless of his
feelings about a
particular teacher, he still has a responsibility to follow
classroom rules and
regulations?
Activity 3.9 (Asian-American Case Study)
Time: 30 Minutes
� To what extent do Mr. Daniels’ perceptions that Loc should
be a model student prevent him from
requesting a parent conference earlier in the semester?
� How can preconceived notions about different cultural groups
contribute to the assumptions about
and recommendations for children who are culturally different?
� What is known about this child’s cultural group that can help

the teacher work more effectively
with Loc?
� Is it the teacher’s responsibility to help Loc secure resources
that will help him become more
successful in school?
� When is it appropriate for school personnel to use children as
interpreters?
� What factors may serve as a cultural basis for Loc’s
performance in Mr. Daniels’ class?
� What alternatives do teachers have for communicating with
parents when a language barrier
exists? How can the teacher enlist support from school
personnel to help children from families
for whom English is a second language?
Case Study
Loc Nguyen is a ninth-grade Vietnamese child of immigrant
parents who do not speak English fluently.
His parents own a nail salon in the center of town, and they
work long hours. Loc is often at the shop until
8 or 9 p.m. with his parents. Loc has experienced some
academic difficulties in terms of his ability to
complete assignments in a timely fashion, pass vocabulary tests,
and remain current with the assigned
readings for the course. His Language Arts teacher, Mr.
Daniels, has observed some of Loc’s difficulties;
however, Mr. Daniels seems to overlook this fact because he is
of the impression that Asians represent the
model minority. Mr. Daniels has hesitated to schedule a
conference with Loc’s parents given his
perception that Asians routinely do well in school. Mr. Daniels
has even mentioned to Loc on several
occasions that he should not worry about his grades because he
is Asian, and he’ll probably go on to
become a successful engineer. When it appears that Loc may be
in jeopardy of passing Language Arts,

Mr. Daniels finally decides to schedule a parent conference.
The parents’ relentless work schedule complicated efforts to
meet with the teacher. When the meeting
finally took place, Mr. Daniels had difficulty explaining his
concerns about Loc’s academic progress
because the parents did not speak English fluently. Moreover,
Mr. Daniels was not sure the parents
understood him either. At one point during the conference, Mr.
Daniels asked Loc to translate, but
questioned the extent to which Loc was being forthright with
his parents about his academic difficulties.
In any case, Mr. Daniels satisfied his obligation to inform the
Nguyen’s of their child’s progress.
When working with students from culturally diverse
backgrounds, we must recognize the vast
heterogeneity that characterizes their particular cultural group.
We cannot accurately lump all
Asians together as if they were identical. Although individuals
from Asia are commonly referred
to in this country as Asians, this descriptor often mutes racial
and cultural variability.
Although Asians typically maintain low rates of poverty and
high levels of educational attainment relative
to other minority groups, this fact may vary according to the
social, cultural, and migration experience of
a particular cultural group.
Acculturative stress refers to the challenges that immigrants
experience as a result of attempting to adapt
to a new cultural milieu. Many Asians stressors include
perceived discrimination, fear, stress from culture
shock, homesickness, guilt, language barriers, and health
factors. Refugees who have sought political
asylum in this country from war-torn or repressive regimes such
as Vietnam, North Korea, and Laos have
suffered traumatic experiences because of torture, starvation,

atrocities, and forced migration. These
issues may definitely impinge on a child’s ability to profit from
the learning experience. The tendency to
regard Asians as successful and problem free may make it
difficult to recognize situations in which
Asians may need additional mechanisms of educational support.
11/20/19, 10(44 AMInterparental Conflict Management
Strategies and Parent–Adolescent …oros - 2019 - Journal of
Marriage and Family - Wiley Online Library
Page 1 of
31https://onlinelibrary.wiley.com/doi/full/10.1111/jomf.12528
Journal of Marriage and Family / Volume 81, Issue 1
Original Article � Open Access � � � �
Interparental Conflict Management Strategies and Parent–
Adolescent
Relationships: Disentangling Between‐Person From
Within‐Person Effects
Across Adolescence
Stefanos Mastrotheodoros � , Jolien Van der Graaff , Maja
Deković , Wim H. J. Meeus , Susan J. T. Branje
First published: 21 August 2018
https://doi.org/10.1111/jomf.12528
Citations: 2
Abstract

Objective: This study investigates the longitudinal, cross‐lagged
associations among
interparental conflict management strategies and the parent–
adolescent relationship.
Background: The following three main hypotheses explain how
interparental conflict
affects parent–adolescent relationship: the spillover, the
compensatory, and the
compartmentalization hypotheses. A common key aspect of
these hypotheses is the
focus on changes within a family; they hypothesize what
happens within a family when
interparental conflict shakes the family's equilibrium. Although
extant research
supported the spillover hypothesis, this key aspect was often
ignored, and conclusions
were based on comparing families with each other. This study
investigated how
interparental conflict is longitudinally associated with the
quality of the parent–child
relationship, controlling for stable between‐family differences.
Method: Data consisted of six waves of an ongoing study with
497 Dutch adolescents (M
= 13.03, 43.1% girls), their mothers, and their fathers. Parents
reported on conflict
strategies; parents and adolescents reported on parental support,
parent–adolescent
negative interaction, and parental behavioral control.
Random‐intercept cross‐lagged
panel models were applied.
Results: Most associations were found at the between‐person
level: Destructive conflict

was related to poor parent–adolescent relationships. Few
within‐person associations
were found: Changes in destructive conflict only were
associated positively with changes
in father–adolescent negative interaction.
https://onlinelibrary.wiley.com/journal/17413737
https://onlinelibrary.wiley.com/toc/17413737/2019/81/1
http://creativecommons.org/licenses/by-nc-nd/4.0/
https://onlinelibrary.wiley.com/action/doSearch?ContribAuthor
Stored=Mastrotheodoros%2C+Stefanos
Stored=van+der+Graaff%2C+Jolien
Stored=Dekovi%C4%87%2C+Maja
Stored=Meeus%2C+Wim+H+J
Stored=Branje%2C+Susan+J+T
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Conclusions: Associations between interparental conflict and
the parent–adolescent
relationship are mostly due to stable between‐family
differences. Intrafamilial
fluctuations occur in conflict and the parent–adolescent
relationship, but these changes
do not predict each other.

Parents who have more conflicts with each other tend to have
poorer relationships with
their children (e.g., Krishnakumar & Buehler, 2000). However,
behaviors during interparental
conflict can make conflict either destructive or constructive
(e.g., McCoy, Cummings, &
Davies, 2009). Destructive conflict consists of hostile and angry
ways to resolve conflict, such
as verbal or physical aggression, whereas constructive conflict
consists of positive ways to
resolve conflict, such as trying to understand the other's
position and finding compromises
(McCoy et al., 2009). Whereas destructive interparental conflict
tends to associate with worse
quality of parent–adolescent relationships, constructive conflict
is associated with better
quality of parent–adolescent relationships (McCoy et al., 2009).
Three theoretical hypotheses
support different propositions regarding the extent to which
changes in interparental
conflict in a family are associated with changes in parent–
adolescent relationships in the
same family. The spillover hypothesis posits a negative
association, the compensatory
hypothesis posits a positive association, and the
compartmentalization hypothesis posits no
association between interparental conflict and parent–adolescent
relationships (Cox, Paley,
& Harter, 2001). Most existing studies, however, have not
focused on such within‐person (or
within‐family) effects. In this study, we focused on
within‐person effects between
interparental conflict management strategies and the parent–
adolescent relationship
(Curran & Bauer, 2011), controlling for relatively stable

between‐person differences. By
doing so we were able to investigate how changes in
interparental conflict management in a
family are associated with changes in the parent–adolescent
relationship in the same family,
which allows for a better test of the relevant theoretical ideas
(Knopp et al., 2017).
Interparental Conflict Management Strategies and
Parent–Adolescent Relationships
Interparental conflict has been proposed as an aspect of marital
relationship quality that
significantly affects parent–adolescent relationships (e.g.,
Belsky, 1984). More important
than conflict per se is the way parents manage their conflicts
(Krishnakumar & Buehler,
2000). Three main hypotheses have been formulated regarding
the association between
interparental conflict management and parent–adolescent
relationships (Cox et al., 2001;
Erel & Burman, 1995). First, the spillover hypothesis (Engfer,
1988) states that behavior,
https://onlinelibrary.wiley.com/doi/full/10.1111/jomf.12528#jo
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Erel & Burman, 1995). First, the spillover hypothesis (Engfer,
1988) states that behavior,
affect, and mood related to conflict in the marital relationship
will transfer to parenting
behaviors and the parent–child relationship. Therefore,
conflictual interactions between
parents would lead to diminished quality of interactions
between parents and children, and
“positive spillover” may also happen, as constructive conflict
interactions between parents
may promote positive interactions among parents and children
(McCoy, George, Cummings,
& Davies, 2013). Second, the compensatory hypothesis states
that the parent–adolescent
relationship may be a field of “compensation” for the bad
relationship between parents.

That is, parents may try to ease negative experiences with their
partners by investing more
in their relationships with children, and more negative
interparental conflict management
may lead to a better parent–child relationship. Third, the
compartmentalization hypothesis
states that parents are able to keep the marital subsystem
separate from the parent–child
subsystem in a way that the latter is not affected by what
parents experience in the former.
According to this hypothesis, no significant association should
be found between marital
conflict management and the parent–adolescent relationship
2000).
At the between‐person level, both cross‐sectional and
longitudinal research has shown
negative associations between interparental conflict and parent–
adolescent relationships
(e.g., Buehler & Gerard, 2002; Cui & Conger, 2008; Gerard,
Krishnakumar, & Buehler, 2006;
Krishnakumar & Buehler, 2000; Schoppe‐Sullivan,
Schermerhorn, & Cummings, 2007; Van
Doorn, Branje, & Meeus, 2007). More frequent conflicts were
associated with more negative
aspects of parenting. However, these studies do not provide
direct evidence for the spillover,
compensatory, or compartmentalization hypotheses because the
design of those studies
mostly investigated between‐person effects, whereas the
hypotheses assume changes to
take place within the family (Chung, Flook, & Fuligni, 2009;
Curran & Bauer, 2011; Knopp et
al., 2017). Between‐person effects provide information about
interfamilial differences, that

is, the standing of a family relative to the group mean of all
families (rank order). Within‐
person effects provide information about intrafamilial changes,
that is, the fluctuations of a
family from its own mean. Importantly, between‐person
associations are not necessarily
related to within‐person associations (Hamaker, Kuiper, &
Grasman, 2015). Negative
associations among interparental conflict and parent–adolescent
relationships on the
between‐person level (interfamilial differences) are often taken
as support for the spillover
hypothesis. However, the spillover hypothesis predicts spillover
within the family, in which
every time interparental conflict increases, relative to a family's
own mean, the parent–
adolescent relationship becomes worse than before.
Alternatively, according to the
compensatory hypothesis, every time interparental conflict
increases, relative to a family's
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compensatory hypothesis, every time interparental conflict
increases, relative to a family's
own mean, the parent–adolescent relationship could become
better than before. Therefore,
in the current study we examined effects at the within‐person
level, which offers the
possibility for a more direct test of the basic premises regarding
interparental conflict and
parent–adolescent relationships.
Not only is the disaggregation of between‐ versus within‐person
effects relatively absent
from extant research, the direction of effects between

and the parent–adolescent relationship also remains largely
understudied. Even in studies
that investigated interparental conflict taking into account the
disaggregation of between‐
person and within‐person variance, as well as in longitudinal
studies, the analytic methods
applied preclude the investigation of order of effects (e.g.,
Chung et al., 2009; Nelson, Boyer,
Villarreal, & Smith, 2017; Whiteman, McHale, & Crouter,
2007). A negative association
between interparental conflict and parent–adolescent
relationships may be due to child
effects because difficulties in the parent–child relationship may
spill over to elicit negative
interparental conflict management (e.g., Cox et al., 2001;
Whiteman et al., 2007). One of the
few studies that investigated order of effects showed that
management strategies predicted relative increases in parent–
adolescent conflict
management, and not vice versa (van Doorn et al., 2007), but
adolescents or parent–
adolescent relationships may also affect interparental
relationships (e.g., van Eldik, Prinzie,
Deković, & de Haan, 2017; Whiteman et al., 2007), therefore
the opposite direction can also
be expected. For instance, child agentic behavior longitudinally
contributes to more
constructive interparental conflict management (Schermerhorn,
Mark, DeCarlo, & Davies,
2007). These possibilities have been empirically neglected,
especially during adolescence.
Therefore, this study investigated the order of effects between
interparental conflict and
parent–adolescent relationships across adolescence.

Furthermore, adolescence is a developmental stage during which
families and parent–
adolescent relationships undergo significant change (e.g.,
Branje, Laursen, & Collins, 2012;
Laursen & Collins, 2009; Mastrotheodoros, van der Graaff,
Deković, Meeus, & Branje, 2018;
Meeus, 2016). Adolescents strive for autonomy, often much
earlier than parents are willing
to grant it (e.g., Deković, Noom, & Meeus, 1997), which might
be a reason for the increased
tension between parents and adolescents (Laursen, Coy, &
Collins, 1998). Interparental
conflict can be an additional strain impeding the reorganization
of the parent–adolescent
relationship. In addition, parents and adolescents differ in how
they perceive the parent–
adolescent relationship (Branje, van Aken, & van Lieshout,
2002; Mastrotheodoros et al.,
2018), but most extant studies have used either adolescent
reports or mother reports. Thus,
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2018), but most extant studies have used either adolescent
reports or mother reports. Thus,
extant studies left a gap in our understanding of how
interparental conflict may be
differently associated with the parent–adolescent relationship,
as perceived by parents and
adolescents. Therefore, in this study we applied a six‐wave
longitudinal and multi‐informant
design that spans across adolescence to examine the
longitudinal effects of interparental

conflict resolution on parent–adolescent relationship quality,
according to mother, father,
and adolescent reports.
The frequency of conflicts and the behaviors during conflicts
are related but distinct
constructs, and conflict management has been shown to be more
important than conflict
frequency per se (Branje, van Doorn, van der Valk, & Meeus,
2009). Therefore, in the present
study we focused on three conflict management strategies, two
of which are considered
destructive strategies, and one is considered a constructive
strategy. Conflict engagement is
considered a destructive conflict strategy and consists of
behaviors such as attacking the
other, losing control during conflict, and expressing aggression.
Withdrawal is also a
destructive conflict strategy (e.g., Siffert & Schwarz, 2011) and
consists of behaviors such as
retreating from the conflict by not talking or listening to the
other as a means to avoid
conflict. Constructive conflict aims at achieving a common goal
and may consist of strategies
such as problem solving, which entails behaviors such as trying
to understand the other's
position and to reach a mutually acceptable solution (Kurdek,
1994; McCoy et al., 2009,
2013). In this study, we examined how conflict engagement,
withdrawal, and problem
solving during interparental conflict longitudinally associate
with parent–adolescent
relationships.
Parent–adolescent relationship quality is a multidimensional
concept (e.g., Baumrind, 2013).

In the current study we focused on a positive aspect of the
parent–adolescent relationship,
parental support, along with a negative aspect, negative
interaction between parents and
adolescents, and parental behavior, that is, parental behavioral
control. Support is the
degree to which parents show respect, care, acceptance, and
appreciation toward their
children as well as the extent to which they enjoy spending time
together. Negative
interaction refers to the degree to which parents and children
experience their relationship
negatively, feel that they get on each other's nerves, or feel
annoyed (Furman & Buhrmester,
1992). Behavioral control is the degree to which parents set
rules for acceptable and
unacceptable behavior to their children. Together, these aspects
conceptualize broadly how
parents and adolescents interact. Interparental conflict
management strategies may
associate differently with different dimensions (e.g.,
Schoppe‐Sullivan et al., 2007). Extant
research has shown links among aspects of interparental conflict
behaviors and parent–
adolescent relationships. For example, more destructive
interparental conflict predicted
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adolescent relationships. For example, more destructive
interparental conflict predicted
lower positive and higher negative parenting during adolescence
(Cui & Conger, 2008;
Schoppe‐Sullivan et al., 2007). Thus, in this study we used
multiple aspects of interparental
conflict and parent–adolescent relationships to further tap into
their longitudinal
associations.
The Current Study
In the current study we investigated the longitudinal
associations among interparental
conflict management styles and parent–adolescent relationships
across adolescence. With
this study we add to the extant literature both methodologically
and theoretically. First, we
applied random‐intercept cross‐lagged panel models (Hamaker

et al., 2015; Keijsers, 2016),
which allow investigating the order of effects and
distinguishing between‐person and within‐
person effects. This distinction offers a better test of the
spillover, compensatory, and
compartmentalization hypotheses as processes taking place
within the family. Second, we
investigated the longitudinal associations of constructive and
destructive interparental
conflict management strategies with three aspects of parent–
adolescent relationships. Third,
we used multiple informants to investigate interparental conflict
and parent–adolescent
relationships for six waves across adolescence. Fourth, we
examined adolescents'
relationships with both their mother and father using four
different reports: from the
mother, the father, and the adolescent for his or her mother and
father separately. We did
so following studies that showed that parents' and adolescents'
views of the parent–
adolescent relationship differ during adolescence (Branje et al.,
2002; Mastrotheodoros et
al., 2018). In accordance with the spillover hypothesis and
earlier research, we expected to
find negative associations between interparental conflict and
parent–adolescent relationship
quality on the between‐person level. As research that
disaggregates between‐ from within‐
person variance is limited, we could not make specific
hypotheses regarding within‐person
associations. We tested the following three competing theories
regarding the associations of
interparental conflict with parent–adolescent relationship:
negative associations (spillover),
positive associations (compensatory), or no associations

(compartmentalization).
Method
Participants
The sample consisted of 497 adolescents (43.1% girls, M =
13.03, SD = 0.46, at T1; M =
18.03, SD = 0.46, at T6), their mothers (N = 497, M = 40.41,
SD = 4.45, at T1), and their
fathers (N = 456, M = 46.74, SD = 5.11, at T1) who took part
in six annual assessments of
age age
age
age
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fathers (N = 456, M = 46.74, SD = 5.11, at T1) who took part
in six annual assessments of
an ongoing longitudinal study (Research on Adolescent
Development And Relationships, see
https://www.uu.nl/en/research/radar) in The Netherlands from
2006 to 2011. Adolescents
were recruited from randomly selected elementary schools from
the province of Utrecht as
well as from three other big cities in The Netherlands. From a
list of 850 regular schools in
the western and central regions of The Netherlands, 429 were
randomly selected and
approached. Of those, 296 (69%) were willing to participate,
and 230 of those were
approached. Schools were used for an initial screening (teacher
reports for all 12‐year‐old
students) as well as a means to approach families. Of the total
of students screened (N =
4,615), 1,544 were randomly selected. Because the aim of the
study was to include two‐
parent families with at least one more child older than 10 years
old, 1,081 families were
approached. Of those, 470 refused to take part and 114 did not
sign informed consent,
resulting in the final sample of 497 families. Data were
collected via annual home visits, and
procedures were the same for all six waves. During the first
measurement wave,
adolescents were in the 7th grade. Most adolescents were native
Dutch (94.8%), lived with
both parents (85.2%), and came from families classified as
medium or high socioeconomic
status (SES; 87.7%) based on parents' job levels. Regarding
parental occupation for 87.7% of

adolescents, at least one of the parents' jobs was classified as
medium level (e.g., police
officer, physician's assistant) or high level (e.g., doctor,
scientist, high school teacher),
whereas 12.3% of adolescents came from families in which
parents were either unemployed
or held an elementary job (e.g., construction worker, janitor,
truck driver; Statistics
Netherlands, 1993). Furthermore, most parents had completed
either secondary (51.4% of
mothers; 44.5% of fathers) or higher education (45.1% of
mothers; 54.4% of fathers). For this
study, data from the first six waves were used.
Measures
Interparental Conflict Management
We used three subscales from the Conflict Resolution Style
Inventory (CRSI; Kurdek, 1994).
The CRSI consists of 20 items and measures strategies and
behaviors during conflicts. It has
been translated and used in Dutch and has shown good
psychometric properties (Van
Doorn et al., 2007). The items are addressed using a Likert‐type
scale from 1 (never) to 5
(always), and all items were preceded by the following quote:
“During an argument or
conflict with my husband/wife I do the following things.” In
this study, mothers reported
about conflict resolution in arguments with their husbands, and
fathers reported about
conflict resolution in arguments with their wives. Mother and
father reports of conflict
management styles were combined to obtain one score for each

age
https://www.uu.nl/en/research/radar
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management styles were combined to obtain one score for each
management style. The combined mother–father scores for
interparental conflict were
computed as the mean of the two scores in SPSS (IBM Corp.,
2016). If only one score was
available, that score was used.
Conflict engagement
Five items from the CRSI regarding conflict engagement were
used. Example items are the
following: “personally attack him/her”; “exploding and getting
out of control.” Internal
consistency was good, ranging for the six waves from α = .69 to
α = .83 (mother reports) and
from α = .79 to α = .82 (father reports).

Problem solving
Five items from the CRSI assessed positive problem solving.
Example items are the following:
“focusing on the problem at hand”; “sitting down and discussing
differences constructively.”
Internal consistency was high across waves for mother (α = .85–
.89) and father reports (α =
.83–.87).
Withdrawal
Five items from the CRSI scale were used to assess withdrawal.
Example items are the
following: “remaining silent for long periods of time”;
“withdrawing, acting distant and not
interested.” Internal consistency was high across waves for
mother (α = .83–.89) and father
reports (α = .85–.90).
Parent–Adolescent Relationships
Support
To measure support, we used eight items from the Network of
Relationships Inventory–
short form (De Goede, Branje, & Meeus, 2009; Furman &
Buhrmester, 1985). This scale
measures the positive aspects of a relationship, such as how
much people respect,
appreciate, and care for each other. The participants responded
on a five‐point Likert‐type
scale, ranging from 1 (little or not at all) to 5 (more is not
possible) of how much care, faith,
and support parents or adolescents feel in their relationship. The
scale was completed by (a)

adolescents regarding the relationship with their mother
(adolescent–mother report), (b)
adolescents regarding the relationship with their fathers
(adolescent–father report), (c)
mothers regarding the relationship with the adolescents
(mother–adolescent report), and (d)
fathers regarding the relationship with the adolescents (father–
adolescent report). Example
items are the following: “How much does your mother/father
treat you like you're admired
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items are the following: “How much does your mother/father
treat you like you're admired
and respected?” “How sure are you that this relationship will
last no matter what?” The
internal consistency of the scale was good, ranging across
waves between α = .78 to .85 for
adolescent–mother reports, α = .82 to .88 for adolescent–father
reports, α = .71 to .78 for
mother–adolescent reports, and α = .76 to .80 for father–
adolescent report.

Negative interaction
Six items of the Network of Relationships Inventory short form
were used to measure
negative interaction. The items were addressed using a
Likert‐type scale from 1 (little or not
at all) to 5 (more is not possible). This subscale measures the
degree to which parents and
adolescents experience negative feelings and behaviors from
each other. As in the case of
support, separate reports from mothers and fathers in relation to
their adolescent, and
separate adolescent reports for mothers and fathers were
assessed. Example items are the
following: “How much do you and your
mother/father/adolescent get upset with or mad at
each other?” “How much you and your mother/father/adolescent
get on each other's
nerves?” Cronbach's α across waves were .90 to .95
(adolescent–mother report), .89 to .94
(adolescent–father report), .90 to .92 (mother–adolescent
report), .90 to .92 (father–
adolescent report).
Behavioral control
To measure behavioral control, we used five items from the
parenting practices scale (Kerr &
Stattin, 2000). The scale measures the degree to which parents
establish rules regarding the
adolescent's whereabouts. The items were addressed using a
Likert‐type scale from 1 (never)
to 5 (always). The adolescents reported the control they
perceived from their mother and
their father, and both mothers and fathers reported on the

control they exerted on their
adolescent. An example item of the adolescent‐reported version
is the following: “Do you
need to ask your mother/father before you can decide with your
friends what you will do on
a Saturday evening?” The following is an example item of the
mother‐ and father‐reported
version: “Must your child have your permission to stay out late
on a weekday evening?”
Internal consistency of the scales was high and Cronbach's α
across waves were .82 to .91
(adolescent–mother report), .82 to .87 (adolescent–father
report), .82 to .89 (mother–
adolescent report), .84 to .88 (father–adolescent report).
Attrition and Missing Values
The majority of adolescents (85.7%), mothers (84.5%), and
fathers (75.5%) were still involved
in the study at Wave 6, and the average participation rate across
the six waves was 90.4%,
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90.2%, and 81.7%, for adolescents, mothers, and fathers,
respectively. The Missing
Completely At Random (MCAR) test of Little (1988) was
significant, χ (14,614) = 16,117, p =

.000, but the normed χ of 1.10 indicated that the assumption of
missingness being
completely at random was not seriously violated. Therefore,
data from all 497 families could
be included in the analyses using a full information maximum
likelihood procedure in MPlus
7.31 (Muthén & Muthén, 1998).
Procedure
The study was approved by the ethics committee of Utrecht
University. Before the start of
the study, parents were required to provide informed consent.
Adolescents and parents
filled out questionnaires during annual home visits. Trained
research assistants provided
verbal instructions in addition to written instructions that
accompanied the questionnaires.
The respondents were assured that their data would be handled
confidentially and
processed anonymously. At each wave, the families received
100 euros (roughly $116.00 in
U.S. dollars) for their participation.
Analytic Plan
We applied random intercept cross‐lagged panel models
(Hamaker et al., 2015) to answer
our research questions. These models decompose the variance of
longitudinal observations
into variance that can be attributed to stable between‐person
differences and variance that
can be attributed to within‐person fluctuations across time
points. We conducted a series of
analyses to model the longitudinal associations between one of
the three conflict
management strategies and one of the three parent–adolescent
relationship variables,

separate for each of the informants; that is, we conducted a
series of 36 models: three
conflict management strategies by three parent–adolescent
relationship dimensions by four
reports. In testing each model, we conducted several steps.
First, we computed a “fully
constrained” model with the following constraints: (a) the
within‐person autoregressive
stabilities were fixed to be the same across the six waves for
variable A, (b) autoregressive
stability was fixed to be the same in six waves for variable B,
(c) the cross‐paths from
variable A to variable B were constrained to be stable in the six
waves, (d) the cross‐paths
from variable B to variable A were constrained to be stable in
the six waves, (e) within‐time
error covariances among the two variables were constrained to
be equal for all six waves.
Second, we released each group of constraints one at a time and
checked the change in fit
statistics (Satorra‐Bentler scaled χ difference test, Bayesian
Information Criterion ‐ BIC, Root
Mean Square Error of Approximation ‐ RMSEA, and
Comparative Fit Index ‐ CFI). If the
release of a group of constraints resulted in a significant
improvement of fit, then the
2
2
2
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release of a group of constraints resulted in a significant
improvement of fit, then the
unconstrained model was retained. Otherwise, the constraints
were kept in the model.
Third, the model with the best fit and complexity‐to‐fit ratio
was kept as the final model. In
all models, maximum likelihood with robust standard errors due
to nonnormality of the data
was used. Due to the large amount of models and effects that
were part of this analytic plan,
we applied the false discovery rate correction of the p values
(Benjamini & Hochberg, 1995).
Family SES, adolescent gender, and a binary variable showing
whether adolescents were
living with both parents across the six waves were used as
covariates.
Results
Longitudinal Relations Between Conflict and Parent–Adolescent
Relationships
Means and standard deviations of all variables for all waves and
all informants are shown in
Table 1. Furthermore, the results of the iterative process to
locate the best model

specification for each of the models, that is, which model
parameters were constrained or
free in each model (see Analytic Plan) are shown in Appendix
Table 1. Table 2 presents the fit
statistics for the final version of each model.
Table 1. Means, Standard Deviations, and Intraclass Correlation
Coefficients for Study
Variables
CE 1.82 0.47 1.76 0.44 1.70 0.45 1.64 0.44 1.59 0.43 1.62 0.43
0.70
PS 3.76 0.46 3.77 0.47 3.77 0.48 3.80 0.49 3.79 0.51 3.76 0.54
0.67
Withdrawal 2.07 0.55 2.03 0.55 2.02 0.55 1.98 0.54 1.98 0.57
1.99 0.60 0.71
AM
support
3.90 0.53 3.81 0.58 3.70 0.60 3.63 0.63 3.65 0.63 3.60 0.64 0.53
AF support 3.63 0.57 3.52 0.62 3.44 0.62 3.38 0.64 3.36 0.70
3.33 0.70 0.56
MA
support
3.50 0.43 3.44 0.44 3.44 0.44 3.44 0.45 3.41 0.47 3.44 0.50 0.64
Age 13 (W1) Age 14 (W2) Age 15 (W3) Age 16 (W4) Age 17
(W5) Age 18 (W6) ICC

Scales M SD M SD M SD M SD M SD M SD
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Note. CE = conflict engagement; PS = problem solving; AM =
adolescent report for
mother; AF = adolescent report for father; MA = mother report
for adolescent; FA =
father report for adolescent; neg. int: Negative Interaction; W1 ‐
W6: Wave 1 ‐ Wave 6;
ICC = intraclass correlation coefficient.
Table 2. Fit Indices and Power for All Final Models,
Controlling for Socioeconomic Status,
Adolescent Gender, and Living With Both Parents
support
FA support 3.25 0.46 3.21 0.47 3.24 0.47 3.20 0.48 3.19 0.48
3.19 0.52 0.67
AM neg. int 1.66 0.58 1.71 0.67 1.75 0.67 1.79 0.70 1.80 0.72
1.74 0.65 0.53
AF neg. int 1.51 0.56 1.60 0.64 1.67 0.66 1.69 0.67 1.70 0.69
1.70 0.68 0.56

MA neg. int 1.52 0.53 1.55 0.54 1.53 0.50 1.55 0.56 1.50 0.54
1.48 0.54 0.62
FA neg. int 1.51 0.50 1.52 0.53 1.51 0.52 1.53 0.51 1.51 0.53
1.47 0.50 0.62
AM control 3.73 1.00 3.59 1.01 3.39 1.03 3.27 1.09 2.90 1.14
2.58 1.15 0.34
AF control 3.37 1.06 3.17 1.07 3.02 1.04 2.89 1.05 2.64 1.05
2.28 1.00 0.38
Conflict engagement
Mother reports
Behavioral control 113.90 83 .99 0.03 [0.01–0.04] .04 .99
Negative interactions 103.20 87 1.00 0.02 [0.00–0.03] .03 .99
Support 167.00 79 .97 0.05 [0.04–0.06] .07 .99
Father reports
Support 150.80 83 .98 0.04 [0.03–0.05] .06 .99
Scales χ2 df CFI RMSEA [90%CI] SRMR Power

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Before we proceeded with further analyses, we calculated the
intraclass correlation
coefficients for all variables to check whether there was enough
within‐person variability
across time. Table 1 shows intraclass correlation coefficients
ranged from .28 (for mother‐
reported parental behavioral control) to .71 (for parental
withdrawal). In other words,
between 28% and 71% of the total variance for each variable
could be accounted for by
stable (trait‐like) differences between families. This means that
the rest of the variance of
each variable (between 29% and 72%) could be attributed to
within‐person (state‐like)
differences across time points. Therefore, using a technique that
took into account these
two sources of variance was warranted.
Specifically, the random‐intercept cross‐lagged panel model
(Hamaker et al., 2015) is an
analytic strategy for longitudinal models that explicitly
disaggregates the two sources of
variance: between‐person and within‐person. Simply put, it
resembles a multilevel model.
That is, a general mean level across waves is computed for each
participant (the random
intercept, the between‐person part), and the different
measurement points become a
person‐centered fluctuation from the person's own mean (the
within‐person part). Figure 1

graphically illustrates this model.
Problem solving
Mother reports
Support 171.80 79 .97 0.05 [0.04–0.06] .10 .99
Father reports
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Figure 1
Open in figure viewer PowerPoint
A Random Intercept Cross‐Lagged Panel Model as applied in
this study.

Legend: W1: Wave 1; W2: Wave 2; W3: Wave 3; W4: Wave 4;
W5: Wave 5; W6:
Wave 6.
Between‐Person Level
In general, most statistically significant associations were found
at the between‐person level
(see Table 3). Conflict engagement was associated negatively
with mother reports of
support, and positively with negative interactions, with both
mothers and fathers, in both
parental and adolescent reports. Withdrawal was associated
negatively with support from
and positively with negative interactions with mothers and
fathers, for both parental and
adolescent reports. Problem solving was associated positively
with support from mothers
and fathers, for both parental and adolescent reports. Problem
solving was associated
negatively with father–adolescent negative interaction, but only
in adolescent reports. In
addition, problem solving was related positively to father
behavioral control, but only
according to fathers themselves. That is, the three interparental
conflict management
strategies were consistently associated with parental support
and parent–adolescent
negative interactions and were largely unrelated to behavioral
control. Thus, in families with
more destructive and less constructive conflict, mothers and
fathers offered less support to
and experienced more often negative interactions with their
adolescents.
Table 3. Between‐Person Correlations Among Interparental

Conflict Management Strategies
and Parent‐Adolescent Relationship, Controlling for Gender,
SES, and Living with Both
Parents
Between‐person Correlations
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Note:
*** p < .001;
** p < .010;
* p < .050.
Within‐Person Dynamics
Fewer models included statistically significant results at the
within‐person level, which
indicated that the associations between interparental conflict
management strategies and
parent–adolescent relationships were more a matter of
between‐person differences than a
matter of within‐person dynamics. However, in three of 36
models, significant results

r
Mother Reports
Behavioral Control .02 .05 −.01
Negative Interactions .24 .33 −.29
Support −.25 −.22 .35
Father Reports
Behavioral Control .08 .01 .04
Support −.20 −.15 .27
Adolescent about Relationship with Mother
Behavioral Control .03 .04 .09
Support −.14 −.15 .26
Adolescent about Relationship with Father
*** *** ***
*** *** ***
* ***
* ***

*** *** ***
***
Between‐person Correlations
Scales Conflict Engagement Withdrawal Problem Solving
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matter of within‐person dynamics. However, in three of 36
models, significant results
emerged. Within‐person dynamics can designate either
correlated change (shown in Table
4), or ordered, time‐lagged effects (shown in Tables 5 and 6).
When significant, correlated
change effects indicate within‐person change that is concurrent
between the measures, as
for example in years with elevated conflict engagement between
parents, there was more
negative interaction between fathers and adolescents than in
years with less conflict
engagement between parents. The time‐lagged ordered effects
indicated longitudinal
predictive effects, as for example when an increase in conflict
engagement in one year,
compared to the average conflict engagement between parents,
predicted an increase in

maternal behavioral control the next year.
Table 4. Within‐Person Correlated Change Among Interparental
Conflict Management
Strategies and Parent‐Adolescent Relationship, Controlling for
Gender, SES, and Living with
Both Parents
Conflict Engagement
Mother Reports
Behavioral Control .05 .06 .07 .07 .08 .08
Negative Interactions .18 .00 .00 .00 .00 .00
Support −.11 −.02 −.02 −.02 −.02 −.01
Father Reports
Behavioral Control .13 −.05 −.06 −.05 −.05 −.02
Negative Interactions .07 .11 .12 .14 .15 .15
Support −.04 −.07 −.08 −.07 −.09 −.06
Adolescent for Mother
Behavioral Control .06 −.03 −.03 −.03 −.04 −.03
Negative Interactions −.12 .01 .01 .01 .02 .01
*** * * * *
Within‐person Correlated Change, β

Scales T1 T2 T3 T4 T5 T6
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Note:
*** p < .001;
** p < .010;
* p < .050. False Discovery Rate adjustment has been applied.
T1: Time‐point 1; T2:
Time‐point 2; T3: Time‐point 3; T4: Time‐point 4; T5:
Time‐point 5; T6: Time‐point 6.
Table 5. Within‐Person Cross‐Lagged Effects Among
Both Parents
Support −.01 −.01 −.01 −.01 −.02 −.01
Adolescent for Father
Conflict
Engagement
Mother Reports
Behavioral

Control
.08 .07 .05 .04 .04
Negative
Interactions
.03 .03 .03 .03 .02
Support −.00 −.18 .02 .03 .10
Father Reports
Behavioral
Control
.08 .08 .06 .05 .01
Negative −.04 −.04 −.04 −.04 −.04
Within‐person Cross‐Paths, β (Direction: Interparental Conflict
→ Parent‐
Adolescent relationship)
Scales T2 T3 T4 T5 T6
Page 18 of

Note: *** p < .001; ** p < .010; * p < .050. False Discovery
Rate adjustment has been
applied. T2: Time‐point 2; T3: Time‐point 3; T4: Time‐point 4;
T5: Time‐point 5; T6: Time‐
point 6.
Table 6. Within‐Person Cross‐Lagged Effects Among
Both Parents
Interactions
Support .05 .05 .04 .04 .02
Adolescent for
Mother
Conflict
Engagement
Mother Reports
Behavioral
Control
.03 .04 .05 .06 .06
Negative

Interactions
.05 .05 .05 .06 .05
Support −.05 −.05 −.05 −.07 −.07
Father Reports
Behavioral
Control
.02 .02 .03 .04 .04
Negative
Interactions
.11 .13 .13 .14 .13* * * * *
Within‐person Cross‐Paths, β (Direction: Parent‐Adolescent
relationship →
Interparental Conflict)
Scales T2 T3 T4 T5 T6
Page 19 of
Note:

*** p < .001;
** p < .010;
* p < .050. False Discovery Rate adjustment has been applied.
T2: Time‐point 2; T3:
Time‐point 3; T4: Time‐point 4; T5: Time‐point 5; T6:
Time‐point 6.
Change in interparental conflict engagement was concurrently
and positively associated with
negative interaction with fathers. This effect held only for
father reports, though. This means
that in years with elevated conflict engagement between
parents, the fathers reported more
negative interaction with their adolescents. In addition, change
in interparental problem
solving was associated positively with father support, according
to the fathers themselves.
Thus, in years when there was elevated destructive conflict,
there was also elevated father–
adolescent negative interaction. The fathers reported being more
supportive than usual
toward their adolescents in years when there was more
interparental problem solving.
Furthermore, increases in father–adolescent negative
interactions reported by fathers
predicted increases in interparental conflict engagement 1 year
later.
Support −.00 −.00 −.01 −.01 −.01
Adolescent for
Mother
Discussion

The aim of the present study was to test the spillover,
compensatory, and
compartmentalization hypotheses regarding the associations
between interparental conflict
management strategies and parent–adolescent relationships
during the course of
adolescence. We investigated the order of effects at the
within‐person level, controlling for
stable between‐person associations. Overall, the associations at
the between‐person level
were in accordance with previous studies: More destructive
conflict management was
associated with worse parent–adolescent relationship quality
and more constructive conflict
management was associated with better parent–adolescent
relationship quality (e.g., Cui &
Conger, 2008; Schoppe‐Sullivan et al., 2007). Only few effects
were found at the within‐
person level, something that lends support to the
compartmentalization hypothesis, which
posits that what happens in the interparental subsystem leaves
relatively unaffected what
happens in the parent–adolescent subsystem (Cox et al., 2001).
However, the few significant
mf12528-bib-0017
mf12528-bib-0052
mf12528-bib-0016

of
happens in the parent–adolescent subsystem (Cox et al., 2001).
However, the few significant
effects on the within‐person level were in support of the
spillover hypothesis, which posits
that conflict in one family subsystem might lead to conflict in
another family subsystem.
These within‐person effects were found only for fathers,
echoing recent studies that fathers
are more spillover prone than mothers (e.g., Chung et al., 2009;
Elam, Chassin, Eisenberg, &
Spinrad, 2017; Kouros, Papp, Goeke‐Morey, & Mark, 2014).
Differences Between Families
Results from the between‐person level of analysis confirmed
previous findings. In families
that report more destructive and less constructive interparental
conflict than other families,
parent–adolescent relationships contain lower parental support
and higher parent–
adolescent negative interaction (e.g., Buehler & Gerard, 2002;
Cui & Conger, 2008; Pleck &
Hofferth, 2008; Schoppe‐Sullivan et al., 2007). These
associations held for all three conflict
management strategies and were fairly robust across informants.
These correlations can be
partly accounted for by factors such as lack of social skills or
personality. For example,
parents who lack conflict resolution skills may experience both
more destructive
interparental conflict and worse relationships with their children
(Repetti, Taylor, & Seeman,
2002). Parental control was not associated with any of the

conflict management strategies at
the between‐person level. This is in accordance with previous
longitudinal studies that failed
to find significant bivariate between‐person associations of
behavioral control with
interparental conflict (e.g., Schoppe‐Sullivan et al., 2007).
Interparental conflict might not so
much have an effect on the amount of behavioral control, but
more on the way this control
is enacted, that is, in a positive supportive way or in a more
negative dominating way (e.g.,
Keijsers, Frijns, Branje, & Meeus, 2009). Furthermore,
behavioral control has to do with
abiding to societal rules and fulfilling expectations that are
beyond solely the family system
(Barber, Stolz, Olsen, Collins, & Burchinal, 2005), therefore
how parents resolve conflict when
compared with other families may have little to do with the
degree to which they impose
limits on the adolescent.
Within‐Person Effects of Interparental Conflict Management
and the
Parent–Adolescent Relationship
Results at the within‐person level lent support mostly to the
compartmentalization
hypothesis and only limited support to the spillover hypothesis.
We found no support for
the compensatory hypothesis. These hypotheses assume effects
at the within‐person level:
Are changes in interparental conflict management in a family
followed by changes in parent–
adolescent relationship in this same family?
mf12528-bib-0016

mf12528-bib-0013
mf12528-bib-0022
mf12528-bib-0036
mf12528-bib-0011
mf12528-bib-0017
mf12528-bib-0049
mf12528-bib-0052
mf12528-bib-0050
mf12528-bib-0052
mf12528-bib-0002
Page 21 of
adolescent relationship in this same family?
Generally, we found only few significant associations on the
within‐person level, which can
be taken as support for the compartmentalization hypothesis
2000). That is, whether conflict between parents increases or

decreases in a family is not
expected to associate with what happens between the parent and
the adolescent. Although
null hypotheses cannot be actually tested, they are important in
theory falsification (see
Ferguson & Heene, 2012). The current results open the
possibility that previous research has
mistakenly interpreted patterns of between‐person associations
as support for the spillover
hypothesis, which posits a specific temporal order that functions
within (and not across)
families (Erel & Burman, 1995). However, the current study
used a relatively well‐functioning,
medium‐high SES community sample, and it can be that more
serious forms of negative
interparental conflict do interrupt the parent–adolescent
relationship. Future research may
examine whether stronger within‐person effects appear in a
more diverse sample.
Significant within‐person effects were found in only three
models, which included father
reports. These effects referred to both within‐person correlated
change and within‐person
cross‐lagged effects. The former indicates that the years that
interparental destructive
conflict management is increased are also those years that the
father–adolescent
relationship is strained, whereas the latter indicates that the
years that the father–
adolescent relationship negativity increases are followed by
years where interparental
conflict management increases. These significant effects
provide some support for the
spillover hypothesis, but in the reverse direction: Increases in
father–adolescent negativity

go hand in hand with but also precede increases in destructive
interparental conflict. The
concurrent positive within‐person associations of paternal
support and interparental
problem solving can be an indication of positive spillover
(McCoy et al., 2013).
Both the concurrent and the cross‐lagged significant results are
in accordance with recent
findings that increases in conflict between two members of a
family (either interparental
conflict or parent–adolescent conflict) are associated with
increased conflict in other
subsystems in the same family (Nelson et al., 2017; Sears,
Repetti, Reynolds, Robles, & Krull,
2016). Furthermore, given that father–adolescent negative
interactions normally decline
from middle adolescence on (De Goede et al., 2009), the reverse
spillover effect we found
may indicate that prolonged father–adolescent negative
interactions may violate the fathers'
expectation and are thus a strong stressor for them (Laursen &
Collins, 2009), which is then
transferred to the interparental sphere. Another possibility is
that father–adolescent
negative interactions are causing mothers to react to their
husbands, leading to more
mf12528-bib-0037
mf12528-bib-0025
mf12528-bib-0024
mf12528-bib-0044

mf12528-bib-0047
mf12528-bib-0053
mf12528-bib-0020
mf12528-bib-0039
Page 22 of
interparental conflict engagement. Finally, one more possible
explanation is that this effect
is the result of reporter bias, as it was only found on father
reports. Future studies focusing
on fathering may elucidate this possibility.
Regarding the differences between mothers and fathers, our
results echoed recent
conceptualizations that have underlined the complementarity
between the maternal and the
paternal roles on parenting (Cabrera, Fitzgerald, Bradley, &
Roggman, 2014; Elam et al.,
2017). On the between‐person level, the correlations were
similar for mothers and fathers,
but the finding that on the within‐person level marital conflict
was exclusively related to the
father–adolescent relationship indicates that it may be more
difficult for fathers than
mothers to navigate between the parental and the spousal roles

(Coiro & Emery, 1998; Elam
et al., 2017). This can explain the “reverse spillover” effect we
found only for the father–
adolescent negative interactions.
Limitations
Several limitations must be noted. First, although the model
used multiple informants to
assess interparental conflict management and parent–adolescent
relationships, the data are
still self‐reported. Observations could add strength to the
inferences drawn from this study.
Second, although SES was controlled for, the sample was
mainly from medium and high SES,
in The Netherlands, an affluent western country. Family
dynamics may vary between
countries and socioeconomic strata; therefore, future research
should try to replicate
whether a similar pattern of findings would emerge in other
cultural settings. Third,
although the analytic model applied is a state‐of‐the‐art
technique and offers strong
advantages over previous analytic methods (e.g., standard
cross‐lagged models; multilevel
modeling), it is imperfect. For example, it assumes that
between‐person differences remain
stable over time, which is a rather strong assumption (e.g.,
Berry & Willoughby, 2016). Future
research can address these limitations.
Conclusion
Interparental conflict and parent–adolescent relationships are
two strongly interrelated
phenomena, as decades of research have shown. The current
study furthers our
understanding by showing that the associations of these

phenomena are due to stable
differences between families, and although significant
intrafamilial processes occur in both
interparental conflict and parent–adolescent relationship quality
during adolescence, these
intrafamilial changes do not associate with each other. Although
the pattern of associations
supports the idea that families with more destructive
mf12528-bib-0012
mf12528-bib-0022
mf12528-bib-0014
mf12528-bib-0022
mf12528-bib-0006
Page 23 of
Appendix
supports the idea that families with more destructive
strategies tend to be those families with lower parent–
adolescent relationships, extant
research has mistakenly interpreted similar patterns as support

for the spillover hypothesis.
In this study we found that for the most part, whether parents
increase or decrease their
conflict management strategies they apply in conflicts with their
spouses does not induce
changes in the quality of parent–adolescent relationship.
Note
Data of the Research on Adolescent Development And
Relationships study were used.
Research on Adolescent Development And Relationships has
been financially supported by
main grants from The Netherlands Organization for Scientific
Research (GB‐MAGW 480‐03‐
005 and GB‐MAGW 480‐08‐006) and Stichting Achmea
Slachtoffer en Samenleving, a grant
from The Netherlands Organization for Scientific Research to
the Consortium Individual
Development (024.001.003), and various other grants from The
Netherlands Organization
for Scientific Research, the Vrije Universiteit University
Amsterdam, and Utrecht University.
Table A1. Model Specification for the Final Version of Each of
the 36 Bivariate Models
Conflict
engagement
Mother reports
Behavioral
control

✓
Negative
interactions
✓
Support ✓ ✓
Model specification
Fully
constrained
Autoregressive
1 free
Autoregressive
2 free
Error
covariance
free
Cross‐
lagged
X → Y
free

Cross‐
lagged
Y → X
free
Page 24 of
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r=T.+F.+Robles&author=J.+L.+Krull&title=Spillover+in+the+h
ome%3A+The+effects+of+family+conflict+on+parents%27+beh
avior
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publication_year=2011&pages=21-
39&journal=The+Journal+of+Genetic+Psychology&issue=1&au
thor=A.+Siffert&author=B.+Schwarz&title=Parental+conflict+r

esolution+styles+and+children%27s+adjustment%3A+Children
%27s+appraisals+and+emotion+regulation+as+mediators
ear=1993&title=Standard+occupational+classification
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&title=Longitudinal+transmission+of+conflict+resolution+style
s+from+marital+relationships+to+adolescent%E2%80%90parent
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Interpersonal Communication - Final Project
For your final class project you will conduct a research
study in interpersonal communication
· Conflict in parental relationships
The following sections must be included in your project:
· Introduction
· Introduce your topic and explain why you chose it
· Provide an overview of your objectives and goals
· This section should be approximately 1 page
· Literature Review
· You need to find at least 1 scholarly articles related to your
topic
· These articles will serve as the background and basis for your

research
· You can find these articles through ProQuest (peer-reviewed
journals).
· You need to summarize the articles and show what has been
done in relation to your topic
· You also need to develop 2-3 hypotheses or research questions
· This section should be approximately 1-2 pages
· Method
· Your method will involve developing a survey that you
distribute to a relevant target population – survey should have
24-28 questions
· For the project, you need to describe your method completely,
and explain any challenges you encountered along the way
· This section should be approximately half to 1 page
· Results
· Describe and explain what you found through your method of
data collection
· Indicate whether your hypotheses were confirmed or not
· Indicate what the answers were to your research questions
· Each student in the group will be responsible for describing
results for a pre-determined number of questions
· Both forced-response and open-ended questions need to be
reported
· This section should be approximately 1-2 pages
· Discussion
· Discuss your conclusions and interpretations, based on the
results you found
· This is the only section of your paper that should include your
own interpretations
· Each student in the group will be responsible for writing in
this section
· This section should be approximately half -1 page

Requirements for completing the project
· You must apply relevant concepts and/or theories from the
book. For instance, if your project deals with conflict, you
might try to determine which of the different conflict
management styles your participants use. This application must
be incorporated into your method so that it can be reflected in
your results.
· Your paper must be stapled in the upper left-hand corner. It
must include a title page with an appropriate title for the
project, the names of all team members, the date of submission,
and the name of the class.
· You need a reference page that lists all sources of information.
· Your paper needs to follow APA citation style. You also need
to include headings within the paper to delineate sections.
· You will be required to give a presentation on your paper that
covers each component of the project.
· Regardless of the date of your presentation, your paper is due
on Monday, December 2, 2019.
2
Running head: CASE STUDY ANALYSIS
1

CULTURAL COMPETENCE CONTINUUM RATIONALE
Case Study Analysis
Your Name
Grand Canyon University: EDU 330
Date
Case Study Analysis
Introduction
Include an introductory paragraph with a thesis statement as the
final sentence. This paragraph should mention the 2-3 deep
culture items discussed,
Deep Culture Item 1
Discuss your 1st deep culture items in this section. You could
integrate the required citations in this section. The last few
sentences include advice to the teacher that help them responds
in more appropriate way in regards using the deep culture item.
Deep Culture Item 2
Discuss your 2nd deep culture items in this section. You could
Deep Culture Item 3
Discuss your 3rd deep culture items in this section. You could

Conclusion
Conclude by describing the 2-3 deep culture issues that relate to
your chosen case study.
References
In-text citations and references should be presented using APA
documentation guidelines, which
can be found in the APA Style Guide, located in the Student
Success Center.
You should have a MINIMUM of three scholarly journals. I
will accept articles from any point in the last three years. You
should have nothing published before 2014.
�Please edit the header. To do this double-click with your
mouse on the header. Please change to your title and remember
that this should be in all capital letters and should not use
italics. The title should match the title of your title page or be a
shorter version. The running head will appear on each page of
the document.
�Please change all items in italics to non-italics once you
include your information. Example replace Title with your
original title. You may create your own title if you choose but
make sure all titles are aligned
�Make sure the title matches your cover page. Remember to
that the title is not formatted using italics.
Please keep the headings in your assignment, these should not
be deleted. Please delete this comment before submission. By
right clicking on the comment and pressing delete.

�Your final work should not be in italics.
�Please fully follow APA for all references. The reference
should not be centered. The reference should not be in italics
unless noted by APA. The reference should use a hanging
indent, all references present on the reference section should
include an intext citation that follows APA Style. Please refer
to this link to locate the APA Style guide provided by the
University: � HYPERLINK "https://www.gcumedia.com/lms-
resources/student-success-center/v3.1/#/tools/writing-center"
�https://www.gcumedia.com/lms-resources/student-success-
center/v3.1/#/tools/writing-center�
�Please use a hanging indent on the reference page.
To format this please highlight your>> reference select the
arrow in the corner on the tool bar.
�
On the window that opens select “Hanging” from the dropdown
menu.
�

Topic 5 Assignment RemindersClass,I just wanted to remind you .docx

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