Discrepancies Between Adolescent and Parent Reports About Family Relationships

Parent-Adolescent Conflict across Adolescence: Trajectories of Informant Discrepancies and Associations with Personality Types

Parent–adolescent conflict can be intense, yet parents and adolescents do not always agree on the intensity of conflict. Conflict intensity tends to change during adolescence and is thought to be an indicator of how the parent–adolescent relationship transforms. However, parents and adolescents might differently perceive change in conflict intensity, resulting in changing discrepancies in conflict intensity throughout adolescence. Also, personality characteristics of parents and adolescents might affect the extent to which there are discrepancies in perceptions of conflict intensity. This multi-informant longitudinal study investigated a) the trajectories of parent–adolescent conflict intensity, b) the trajectories of informant discrepancies, and c) the prediction of these trajectories by parental and adolescent personality. Dutch adolescents (N = 497, 43.1% female, M_age = 13.03 at T1), their mothers, and their fathers reported on parent–adolescent conflict intensity and personality for six years. Latent Growth Curve Modeling and Latent Congruence Modeling revealed curvilinear changes in conflict intensity, as well as in discrepancies thereof. Two cycles of discrepancies emerged. First, in early-to-middle-adolescence discrepancies in perceptions of parents and adolescents increased, reflecting that adolescents’ perceived conflict intensity increased. Second, in middle-to-late-adolescence, father–adolescent discrepancies increased further, reflecting that fathers’ perceptions of conflict decreased. Resilient adolescents, mothers, and fathers reported lower levels of conflict intensity than Undercontrollers and Overcontrollers, but personality was not associated with the rate of change in conflict intensity. Finally, undercontrolling fathers and overcontrolling adolescents showed higher father–adolescent discrepancies. This study showed that parents and adolescents differentially perceive conflict intensity and that in the adolescent–father relationship, the extent of the differences depends on adolescent and father personality.

Adolescent-to-Parent Violence and Family Environment: The Perceptions of Same Reality?

The use of several sources of information (parents and children) is scarce in family studies. Child-to-parent violence (CPV) is still considered the most hidden and stigmatized form of family violence. One objective of this study was to analyze the prevalence of child-to-parent violence and perceptions of family environment as a function of the informant (parent or child), child's sex, and parents' sex in a community population. The study also aimed to analyze the predictive power of family conflict and aggressive family discipline in child-to-parent violence depending on the informant. A sample of 586 adolescents (49% boys, aged between 12 and 18) and their parents (40%) participated in the study. The Family Environment Scale and the Conflict Tactics Scales were administered. Results showed good consistency between adolescent reports and parent reports for physical CPV, but adolescents perceived worse family environments than their parents. Multiple regression models revealed that aggressive family discipline and family are important risk factors for CPV. Early intervention to prevent CPV is recommended, focused on promoting family relationships and avoiding harsh discipline practices. It is important that parents are able to ask for help when they need it.

Informant discrepancies in assessments of psychosocial functioning in school-based services and research: Review and directions for future research

Psychosocial functioning plays a key role in students' wellbeing and performance inside and outside of school. As such, techniques designed to measure and improve psychosocial functioning factor prominently in school-based service delivery and research. Given that the different contexts (e.g., school, home, community) in which students exist vary in the degree to which they influence psychosocial functioning, educators and researchers often rely on multiple informants to characterize intervention targets, monitor intervention progress, and inform the selection of evidence-based services. These informants include teachers, students, and parents. Across research teams, domains, and measurement methodologies, researchers commonly observe discrepancies among informants' reports. We review theory and research-occurring largely outside of school-based service delivery and research-that demonstrates how patterns of informant discrepancies represent meaningful differences that can inform our understanding of psychosocial functioning. In turn, we advance a research agenda to improve use and interpretation of informant discrepancies in school-based services and research.

Improving Interpretability of Subjective Assessments About Psychological Phenomena: A Review and Cross-Cultural Meta-Analysis

Attempts to understand subjectivity have historically involved distinguishing the strengths of subjective methods (e.g., survey ratings from informants) from those of alternative methods (e.g., observational/performance-based tasks). Yet a movement is underway in Psychology that considers the merits of intersubjectivity: Understanding the space between two or more informant’s subjective impressions of a common person or phenomenon. In mental health research, understanding differences between subjective impressions have less to do with informants’ characteristics and more to do with the social environments or contexts germane to the people or phenomena examined. Our article focuses on one relatively understudied social environment: the cultural context. We draw from seminal work on psychological universals, as well as emerging work on cultural norms (i.e., cultural tightness) to understand intersubjectivity effects through a cross-cultural lens. We report a meta-analysis of 314 studies of intersubjectivity effects in mental health, revealing that (a) this work involves independent research teams in more than 30 countries, (b) informants rating a target person’s mental health (e.g., parent and teacher ratings of a child’s behavior) commonly provide diverging estimates of that person’s mental health, and (c) greater convergence between subjective reports relates to a “tighter” or more norms-bound culture. Our article illustrates strategies for understanding divergence between subjective reports. In particular, we highlight theoretical and methodological frameworks for examining patterns of divergence between subjective reports in relation to data from nonsubjective methods. We also describe how research on intersubjectivity informs efforts to improve the interpretability of subjective assessments in multiple subdisciplines in Psychology.