Moving Beyond the Dyad: Broadening Our Understanding of Family Conflict
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The family represents a set of interconnected relationships, characterized by high levels of intimacy and closeness, which also provide opportunities for family conflict. In the literature, there appears to be a shift in understanding of what <i>family conflict</i> is and its subsequent consequences. Previous research focuses on dyadic family conflicts and often views it as a negative experience, resulting in the study of various maladaptive outcomes including internalizing and externalizing behaviour problems. Recently, researchers argue that family conflict should be operationalized to include more than two individuals. Further, evidence suggests that experience in conflict offers children a unique context to hone their social and cognitive skills. This review explores how research on family conflict has evolved. We investigate the status of the field by specifying that family conflict should include instances where more than two members are involved, how theories can be bridged to support this claim, and why it is also necessary to view family conflict as a positive experience. Lastly, we discuss key methodological and analytical issues as well as possible interventions that would help disentangle the inherent complexity of studying family conflict. We emphasize the implications of advancing the field for researchers and frontline professionals.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it