Groupes fratries comme dispositifs d’accompagnement des frères et sœurs d’enfants porteurs de handicap et/ou maladie : une revue de la littérature

This paper is aiming to a literature review on support groups for siblings of children with disability or illness. It is in line with the work of Dayan, Picon, Scelles and Bouteyre (2006), with an inventory of publications in English and French published between 2006 and 2020. Given the increase in studies targeting autism spectrum disorders (ASD), a focus is proposed on groups conducted in this specific context. After describing the diversity of the sibling groups’ methodological/theoretical frameworks and approaches, their functioning and objectives, a comparative analysis of the benefits they provide is carried out according to whether they concern any type of disability/disease or focus on ASDs. The limitations of these studies are analyzed and perspectives for future work are outlined.     

The role of parents’ autonomy support and psychological control in sibling relationship functioning through children’s need-based experiences

This study aimed to examine whether parents’ autonomy support and psychological control during sibling conflict would relate to children’s need-based experiences and relationship functioning within the sibling relationship. Two siblings (M_age = 8.61 years, SD = 0.91 and M_age = 10.50 years, SD = 0.94) of 205 families filled out questionnaires. Results showed that parental autonomy support related positively to siblings’ relationship satisfaction via children’s need satisfaction. Additionally, fathers’ psychological control related negatively to provided autonomy support and positively to provided psychological control from one sibling to the other (as reported by the other sibling) and negatively to satisfaction with this relationship via need frustration. These findings highlight the importance of the quality of parents’ involvement during sibling conflict.     

Lebanese adolescents’ expectations about social inclusion of peers in intergroup contexts

This study examined the role of group norms, group identity, age, contact, and stereotypes on youths’ decisions to include a peer in an intergroup context portraying Lebanese and American adolescents. Lebanese participants (N = 275), ages 12 and 16 years, were surveyed about expectations for inclusion of an out-group target with similar interests or an in-group target with different interests into their own Lebanese group or another American group. Findings indicated participants focused on shared interests, rather than national identity, when making inclusion decisions for either group and group norms mattered. Older participants expected American peers to be less inclusive towards an out-group peer. Direct contact predicted inclusivity of out-group American peers into one’s own Lebanese group, and indirect media-based contact predicted expectations for inclusivity into an American out-group. Findings have implications for interventions aimed at improving cross-national friendships which, in turn, have the potential to reduce prejudicial attitudes.     

Mood—Creativity Relationship in Groups: The Role of Equality in Idea Contribution in Temporal Mood Effects

As people working in groups might fare better in solving complex problems than those working alone (e.g., Laughlin, Hatch, Silver, & Boh, Journal of Personality and Social Psychology, 90 , 2006 and 644), organizations have increasingly assigned creative projects to groups. Group members contribute their collective efforts over time until the creative project has come to fruition. Although mood is identified as an important antecedent to creativity, little is known about the temporal pattern of how group mood enhances or inhibits group creativity, as well as the underpinning group process that explains the mood—creativity link in groups. We set out to address these questions by taking a within-group approach to study the temporal trends of how group mood precedes group creativity and to examine idea contribution equality (ICE) as a mediating group process. We conducted a three-wave longitudinal study among student workgroups tasked to complete a creativity project over a 1-month span. Evidence showed that positive mood is positively associated with concurrent ICE and negative mood is negatively associated with lagged ICE. Furthermore, a mediation model showed that negative mood eventually hampered expert-rated group creative performance by reducing ICE over time. These findings add new knowledge to the temporal mood—creativity relation within the group context.