[The quality of sibling relation who have experienced family transitions and those who have not]. / La qualité des relations fraternelles chez des jeunes ayant connu ou non une transition familiale.

In this study, similarities and differences in sibling relationships between children who have experienced family transitions and those who have not are examined. Comparisons are made between children who live in intact families, those whose parents have separated, and those who live in substitute care regarding the quality of their relationships with one of their siblings. More specifically, 4 dimensions describing the quality of sibling relationships are compared: Warmth/Closeness, Conflict, Relative Status/Power, and Rivalry (Furman & Buhrmester, 1985). The sample is made up of 3 groups of children (N = 158) aged between 8 and 12 years old: children living in intact families (n = 101), children who have experienced parental separation (n = 35), and children living in substitute care (n = 22). Results indicate differences on dimensions of Warmth/Closeness, Conflict, and Relative Status/Power. Different patterns of responses between the children who have experienced family transitions and those who have not are observed for the dimensions of Conflict and Power. The significant difference observed between the groups for the dimension of Warmth appears difficult to explain. Discussion of these results emphasizes the importance of the relationship between brothers and sisters experiencing family transition.

[The development of conjugal dissatisfaction in the context of a restructured family]. / Le développement de l'insatisfaction conjugale dans un contexte de recomposition familiale.

What factors influence the quality of marital relationships in stepfamilies? How does marital dissatisfaction develop in these families, and what elements can help prevent it? These are the questions which this article tries to answer. We first identify three areas where difficulties occur: individual, relational, and social. By using Social Learning Theory, we then explain how the interaction of factors specific to these areas contributes to the development of marital dissatisfaction in remarried couples. Finally, 3 essential elements for preventing difficulties emerge from the analysis: (a) information, (b) communicative abilities and (c) support.