We examined the role of emotion regulation (ER) in improving sibling relationship quality (SRQ) by evaluating the More Fun With Sisters and Brothers Program where 4-to 8-year-old siblings from 95 families were taught emotional and social competencies. Parents reported on SRQ and ER, and sibling interactions were observed in homes. SRQ and ER improved for program participants (n ¼ 55) in comparison to those in a wait list condition (n ¼ 40). Children participating in the program needed less parental direction to control negative emotions and refrain from directing negative actions toward others following the program. Higher levels of ER were linked with more positive SRQ at posttest. Results highlight the value of strengthening children's emotion regulation processes as a mechanism for promoting prosocial sibling relationships.

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Firstborn children's reactions to mother-infant and father-infant interaction after a sibling's birth were examined in an investigation of 224 families. Triadic observations of parent-infant-sibling interaction were conducted at 1 month after the birth. Parents reported on children's problem behaviors at 1 and 4 months after the birth, and completed the Attachment Q-sort before the birth. Latent Profile Analysis (LPA) identified four latent classes (behavioral profiles) for mother-infant and father-infant interaction: regulated-exploration, disruptive-dysregulated, approach-avoidant, and anxious-clingy. A fifth class, attention-seeking, was found with fathers. The regulated-exploration class was the normative pattern (60%), with few children in the disruptive class (2.7%). Approach-avoidant children had more behavior problems at 4 months than any other class with the exception of the disruptive children who were higher on aggression and attention problems. Before the birth, anxious-clingy children had less secure attachments to their fathers than approach avoidant children, but more secure attachments to their mothers. Results underscore individual differences in firstborns' behavioral responses to parent-infant interaction and the importance of a person-centered approach for understanding children's jealousy.

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