Sibling Interaction and Behavior
The Sibling Interaction and Behavior Study (SIBS) is a study of adoptive and biological siblings. Since adopted siblings are not biologically related to each other or their siblings, comparing families in which two siblings are both adopted, families in which one sibling is adopted and one is biologically related to the parents, and families in which both siblings are biologically related to the parents allows environmental and biological influence to be analyzed. It additionally allows sibling influence as well as parental influence to be studied. 617 families participated in the intake phase of this study. All families consisted of two parents and two teenage siblings. The primary purposes of this study are to understand how siblings interact and influence one another, how family environment has an impact on the psychological health of adolescents, and how adoptive families are similar to and different from nonadoptive families.
Read more about this topic: Minnesota Twin Family Study
Famous quotes containing the words sibling, interaction and/or behavior:
“Whether changes in the sibling relationship during adolescence create long-term rifts that spill over into adulthood depends upon the ability of brothers and sisters to constantly redefine their connection. Siblings either learn to accept one another as independent individuals with their own sets of values and behaviors or cling to the shadow of the brother and sister they once knew.”
—Jane Mersky Leder (20th century)
“Here is this vast, savage, howling mother of ours, Nature, lying all around, with such beauty, and such affection for her children, as the leopard; and yet we are so early weaned from her breast to society, to that culture which is exclusively an interaction of man on man,—a sort of breeding in and in, which produces at most a merely English nobility, a civilization destined to have a speedy limit.”
—Henry David Thoreau (1817–1862)
“School success is not predicted by a child’s fund of facts or a precocious ability to read as much as by emotional and social measures; being self-assured and interested: knowing what kind of behavior is expected and how to rein in the impulse to misbehave; being able to wait, to follow directions, and to turn to teachers for help; and expressing needs while getting along with other children.”
—Daniel Goleman (20th century)