Psy. D., Antioch University, 2013, Antioch New England: Clinical Psychology

Sibling relationships have been recognized as important in facilitating the acquisition of emotional and social understanding and even assisting in cognitive development (Sanders, 2004). Sibling relationships that include one child with a disability are especially significant and worthy of study, as typical siblings tend to take on more responsibility for their siblings' care across their lifespan (Cicirelli, 1995). In attempting to understand these sibling relationships in childhood, past researchers have largely relied on parent report and behavioral observations. In order to advance the field's understanding of sibling relationships when one child autism, this study asked children to voice their perspectives and share their experiences. More specifically, four school-aged girls who had an older brother with autism were asked to individually complete a kinetic family drawing and participate in a semi-structured interview. Interpretive Phenomenological Analysis (IPA) was then utilized to investigate these girls' constructed meanings of sisterhood. Analysis resulted in the discovery of superordinate and emergent themes relevant to role enactments, the felt experience of these roles, and the significance of togetherness. Additional themes appearing particularly relevant to sistering a brother with autism were also discovered. These superordinate and emergent themes are described in detail and are then considered in terms of alignment and departure from the existent literature. Lastly, limitations of this study and implications for clinical work and future research are addressed.

Committee: Martha Straus PhD (Committee Chair); Barbara Belcher-Timme PsyD (Committee Member); George Tremblay PhD (Committee Member) Subjects: Clinical Psychology

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2020, Psychology/Clinical

Research has examined sibling relationships among families dealing with challenging life circumstances such as parental divorce or other high-conflict situations. These studies have primarily focused on the congruency and compensatory hypotheses of relationships to understand how sibling relate to each other in difficult family circumstances. The congruency hypothesis suggests that sibling relationships are reflective of parental or parent-child relationships. In contrast, the compensatory hypothesis contends that sibling relationships can act as buffering in families dealing with high conflict. Few studies have examined these conceptual frameworks as they relate to how adult siblings cope with a parent with mental illness. The present qualitative study examined first-person accounts of young adult siblings with mothers with mental illness (anxiety, depression, or bipolar disorder). A multiple perspectives research design was used to examine the accounts of 10 adult siblings from five families to understand their views of sibling relationships and family ties. Participants completed individual semi-structured interviews in which they discussed their relationships with their mother, father, and siblings, caregiving experiences, their personal mental health, and positive experiences related to having a mother with mental illness. Qualitative content analysis found support for both the congruency and compensatory hypotheses of sibling relationships among families living with parental mental illness. Findings also highlighted the potential for positive experiences and growth, as well as the significance of social support, for young adults who have a mother with mental illness. Implications of study findings for research and clinical practice are discussed.

Committee: Catherine Stein Ph.D. (Advisor); Brittany Joseph M.Ed. (Other); Dryw Dworsky Ph.D. (Committee Member); Dale Klopfer Ph.D. (Committee Member) Subjects: Clinical Psychology

Master of Arts (MA), Bowling Green State University, 2015, Psychology/Clinical

Research on the experiences of adult children of mothers living with mental illness has primarily focused on negative outcomes, including poor academic, social, behavioral, and mental health outcomes. Few studies exist that examine the ways in which these adult children navigate their familial and social relationships and how they understand their experiences. The present qualitative study examined first-person accounts of 10 young women attending college (ages 18-22) who were raised by mother living with mental illness (depression, bipolar disorder, or schizophrenia). Participants completed individual semi-structured interviews in which they described their relationships with their mother, their father, siblings, and friends, feelings of obligation and parentification in their family, and positive experiences that resulted from their mother's mental illness. Qualitative content analysis indicated differences in the perceived quality of adult daughters' relationships with their mothers. Young women who described the quality of their mother–daughter relationship in positive terms also described aspects of felt obligation, caregiving, and support seeking with family and friends differently than young women who described the quality of their mother–daughter relationship in more negative terms. Regardless of differences in their perceptions of maternal relationship quality, however, all participants described positive experiences associated with having a mother with mental illness. Implications of study findings for research and clinical practice are discussed.

Committee: Catherine Stein Ph.D. (Advisor); Dryw Dworsky Ph.D. (Committee Member); Dale Klopfer Ph.D. (Committee Member) Subjects: Clinical Psychology

Master of Arts (MA), Ohio University, 2009, English (Arts and Sciences)

This thesis is comprised of a collection of original short stories with an introduction that focuses on honesty and sincerity in writing as well as the minimalist storytelling process by connecting my work with that of my inspiration, Ann Beattie. The collection consists of a group of connected pieces, with five of the seven focusing on relationships, primarily sibling relationships, in the Midwest.

Committee: Darrell Spencer PhD (Committee Chair); Joan Connor MFA (Committee Member); Janis Holm PhD (Committee Member) Subjects: American Literature

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2006, Psychology/Clinical

Social information-processing models provide theoretical support for an association between social cognitive processes and aggressive behavior (Crick and Dodge, 1994; Huesmann, 1998). However, little empirical research has investigated how two social cognitive factors, social goals and beliefs about the acceptability of aggressive behavior, are related to one another and how they combine to influence child behavior. The present study examined the relationship among children's social goals, retaliation beliefs, and behavior within and across best friend, sibling, and peer relationship contexts. Elementary and middle school children's desire to pursue aggressive and prosocial goals and their approval of verbal, physical, and relational acts of retaliatory aggression were assessed across relationship context, type of aggression, age, and gender. In addition, path models were constructed to determine whether the relationship between children's social goals and aggressive behavior is direct or mediated by children's retaliation beliefs within multiple relationship contexts. The findings indicated that the relationship between social goals and aggressive behavior in relationships with best friends and peers operates differently than in relationships with siblings. Further, children's social goal endorsements and beliefs regarding the appropriateness of aggressive behavior varied by age, type of aggression, and relationship context.

Committee: Dara Musher-Eizenman (Advisor) Subjects: Psychology, Developmental

Doctor of Psychology (Psy.D.), Xavier University, 2022, Psychology

Over the past two decades, public health research has demonstrated that Adverse Childhood Experiences (ACEs) are associated with significant and prolonged physical and mental health problems (Campbell et al., 2016; Felitti et al., 1998; Gilbert et al., 2015; Greif Green et al., 2010; Horwitz et al., 2001; Mersky et al., 2013), demanding investigation into factors that may mitigate such poor outcomes. One potential factor that may attenuate the negative impact of ACEs on individuals' mental health is social support. An important source of social support is sibling relationships (Furman & Buhrmester, 1985; Goetting, 1986; Lempers & Clark-Lempers, 1992; Scholte et al., 2001; Wellman & Wortley, 1989). The purpose of the current study was to examine if the perceived quality of sibling relationships may moderate the negative impact of ACEs on wellbeing in adulthood. Data was collected from a total of 439 participants (Mage = 35.06, SD = 11.20; 73.6% White or European American; 62.4% male). Results revealed that sibling relationships characterized by higher perceived warmth—and, interestingly, higher perceived conflict and rivalry—attenuated the negative impact of ACEs on wellbeing in adulthood. Additionally, higher ACE-IQ scores predicted lower wellbeing when participants' overall sibling relationship was characterized by relatively high, but not low, perceived quality. Future research should consider the nuances in the measurement of conflict and rivalry in the context of sibling relationships, and conceptualize overall sibling relationship quality accordingly. Such research will help determine whether overall sibling relationship quality is a factor that can mitigate the negative impact of ACEs on wellbeing.

Committee: Tammy Sonnentag Ph.D. (Committee Chair); Kathleen Hart Ph.D., ABPP (Committee Member); Stacey Raj Ph.D. (Committee Member) Subjects: Developmental Psychology; Families and Family Life; Health; Personal Relationships; Psychology; Public Health

Master of Arts, University of Akron, 2015, Family and Consumer Sciences-Child and Family Development

The current study sought to identify the unique needs of typically developing children living in a household with a brother or sister with a diagnosis of Autism Spectrum Disorder. Previous research in the area has focused on the use of sibling support groups when assisting typically developing siblings in coping with having a brother or sister with Autism Spectrum Disorder. While sibling support groups have been the most prominent method discussed in assisting siblings, the current research identifies coping mechanisms utilized in assisting typically developing siblings, as well as what forms of support have been most beneficial in assisting the typical siblings. Finally, research sought to identify what the parents' felt key factors were in maintaining and strengthening positive relationships between siblings when one child has a diagnosis of Autism Spectrum Disorder.

Committee: Pamela Schulze Dr. (Advisor); David Witt Dr. (Committee Member); Shernavaz Vakil Dr. (Committee Member) Subjects: Behavioral Sciences; Developmental Psychology; Families and Family Life

PhD, University of Cincinnati, 2015, Arts and Sciences: Sociology

The death of a child shatters what many theorists think of as firmly held family constructs and there are few available cultural scripts to manage such a loss. The effect of that loss has a long lasting ripple effect on the family. Bereaved individuals, including, if not most especially bereaved parents, often appear to desire to maintain a symbolic connection to their deceased loved one in order to minimize the pain associated with the loss and to affirm that the deceased person's life (however short) had meaning and purpose. Continuing Bonds Theory best captures this experience. But, what of family members who did not know the person who died, children born subsequent to the death? What is their relationship to the deceased child and what meaning does it hold for them? Families are the locale not only where much of our most intimate grief work occurs, but also where children first do identity formation and meaning making. This study offers a new way of looking at how families grieve together, exploring family grief expression over the long term from the experience of siblings who did not know the child who died. It is from the perspective of individuals who indirectly experienced the loss. Participants were raised in a family that lost a child, but did not directly experience the loss. I interviewed 49 adults who had lost a sibling. The participants were either not yet born or younger than the age of 3 when their brother or sister died. This qualitative study attempts to better understand how symbolic relationships are constructed, the meanings of those symbolic relationships for the subsequent siblings, and the bearing, if any, there is on the siblings' identities. This research study adds to scholarship in the field of Sociology of Death regarding memory work, construction of symbolic relationships, and meaning making in families following the loss of a child. Memory work is done in social interaction, where actors construct memories that provide support (open full item for complete abstract)

Committee: Steven Carlton-Ford Ph.D. (Committee Chair); Clement Jeffrey Jacobson Ph.D. (Committee Member); Annulla Linders Ph.D. (Committee Member) Subjects: Sociology

Master of Arts (M.A.), University of Dayton, 2013, Psychology, Clinical

The present study examined perceived social support from siblings as a predictor of adjustment to college. The transition from high school to college can be a distressing time for some if stressors and new challenges are not addressed adaptively. Perceived social support has been identified as an important resource for adjustment to college. Family support has specifically been studied; however, most of the research has examined support from parents. The sibling relationship is a less-studied dyad of the family. To our knowledge, there has been minimal research on how siblings help one another with transitions through life, specifically the transition into college. This study extended research on perceived social support by examining the sibling relationship. We also examined perceived social support from parents in order to see if this relationship was additive or whether one relationship, sibling or parent, fosters better adjustment. Results indicated that there was no significant relationship between perceived social support from a sibling and adjustment to college. However, social support from a sibling was related to a stronger relationship with that sibling.

Committee: Carolyn Phelps (Advisor) Subjects: Psychology

Doctor of Philosophy (PhD), Ohio University, 2010, Counselor Education (Education)

The purpose of this study is to understand the impact that Autism Spectrum Disorder (ASD) has on the sibling relationship. This dissertation examines the perspectives of siblings of children with ASD. If 4 million children are born in the United States every year, approximately 26,670 children will eventually be diagnosed with an ASD (Center for Disease Control and Prevention, 2009). Since nearly a third of all children with a developmental disability have a sibling, it is important to understand the impact that disability has on the sibling relationship. ASD is a developmental disability that has increased in prevalence over the last couple of decades. The interaction between siblings appears to be of great importance to the sibling relationship (Knott, Lewis, & Williams, 1995). This has even more significance to siblings of children with ASD because a deficiency in social interaction is a cardinal feature of the disorder. For this reason, it seems probable that the interactions of children with ASD and their siblings may differ from other children with siblings both with and without a disability (Knott et al., 1995). This is a qualitative study using naturalistic inquiry. A phenomenological case study was completed to understand how ASD impacts the sibling relationship. The study included five adolescent participants ranging from 11-18 years of age. These participants lived in both urban and rural settings and were within close age proximity (5 years) of their sibling. Data were collected by digitally recorded semi-structured interviews, field notes, and observations. Through data analysis the researcher identified themes and patterns that emerged regarding the sibling relationship. The major findings of this study indicate that having a sibling with ASD does impact the sibling relationship. Four major themes emerged from the analysis of the data. These themes are: “The hardest part of ASD is feeling absolutely helpless,” “That's just the way our family is,” “ (open full item for complete abstract)

Committee: Mona Robinson PhD (Advisor); Tracy Leinbaugh PhD (Committee Member); Adah Ward Randolph PhD (Committee Member); Dale Minor PhD (Committee Member) Subjects: Rehabilitation; Special Education

Ph.D., Antioch University, 2013, Antioch New England: Marriage and Family Therapy

This dissertation consists of two articles. This first article is a literature review identifying studies of autism spectrum disorders and sibling relationships published in the past 10 years. This search strategy identified 16 articles for inclusion in this review and conveyed the following main outcomes: a) parental factors influence sibling relationship and typically developing child, b) behavioral interactions/problems affect the quality of the sibling relationship, c) genetic factors have varying impact on diagnosis, and d) effects/outcomes for typically developing sibling are both positive and negative. This review supported the call for a better understanding of the family factors on the sibling relationship, as well as highlighted the absence of qualitative studies that include the voices of children and their siblings regarding their relationship experience. The second article reports on a qualitative study exploring the experiences of children who have a sibling with an autism spectrum disorder (ASD) using phenomenological methodology. The aim was to develop a better understanding of how the unique experience of having a sibling with ASD may alter, impact and enrich the lives of siblings. Data were collected through participant interviews, photographs, and drawings. The data analysis revealed the following themes: a) understanding of ASD, b) challenges and benefits of having a sibling with an ASD, c) relationships and interactions with others, d) attunement and unique connection, and e) advocacy and acceptance. The findings have implications for therapeutic practice, education, and research involving families with children when one child is diagnosed with an ASD. The electronic version of this dissertation is available in the open-access OhioLink ETD Center, www.ohiolink.edu/etd.

Committee: Amy Blanchard PhD (Committee Co-Chair); Kevin Lyness PhD (Committee Co-Chair); Christina Devereaux PhD (Committee Member); Susan Loman MA (Other) Subjects: Behavioral Psychology; Behavioral Sciences; Behaviorial Sciences; Counseling Psychology; Families and Family Life; Mental Health; Personal Relationships; Psychotherapy; Therapy