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The Development of Family Alliance From Pregnancy to Toddlerhood and Child Outcomes at 5 Years
Author(s) -
Favez Nicolas,
Lopes Francesco,
Bernard Mathieu,
Frascarolo France,
Lavanchy Scaiola Chloe,
CorbozWarnery Antoinette,
FivazDepeursinge Elisabeth
Publication year - 2012
Publication title -
family process
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.011
H-Index - 74
eISSN - 1545-5300
pISSN - 0014-7370
DOI - 10.1111/j.1545-5300.2012.01419.x
Subject(s) - alliance , temperament , psychology , context (archaeology) , developmental psychology , cognition , clinical psychology , psychiatry , social psychology , personality , paleontology , political science , law , biology
This article presents a longitudinal study of the development of “family alliance” from pregnancy to toddlerhood in a community sample, as well as its links with the emotional and cognitive development of the child at age 5 years. Family alliance is defined as the quality of the interactive coordination between family members. We consider that the alliance constitutes a context for the child to learn emotion regulation and to develop an understanding of inner states. Family interactions ( N = 38) were observed at the 5th month of pregnancy and at 3, 9, and 18 months after birth in a standardized situation of observation (Lausanne Trilogue Play). Marital satisfaction and child temperament were assessed through self‐reported questionnaires. Several outcomes of the child at age 5 years were measured: theory of mind performances, predominant emotional themes in pretend play, internalized and externalized symptoms. Results show that (a) three patterns of evolution of family alliance occur: “high stable” ( n = 19), “high to low” ( n = 10), and “low stable” ( n = 9); (b) a high stable alliance is predictive of better outcomes in children at age 5 years, especially regarding theory of mind; (c) the temperament of the child is predictive of child outcomes; and (d) an interaction effect occurs between family alliance and temperament. These results highlight the importance of both family‐level and individual‐level variables for understanding individual differences in the social and cognitive development of children .