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Parent–Adolescent Collaboration: An Interpersonal Model for Understanding Optimal Interactions

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Abstract

Current parent–adolescent behavioral interaction research highlights the importance of three elements of behavior in defining adaptive interactions: autonomy, control, and warmth vs. hostility. However, this research has largely addressed the developmental needs and psychosocial outcomes of adolescents, as opposed to parents, with a focus on how parent and adolescent behaviors influence adolescent adaptation. This paper utilizes both adolescent and mid-life developmental research, as well as parent–adolescent interaction research, to introduce a model for conceptualizing parent–adolescent interactions as a transactional process in which both parental and adolescent development are considered. Further, ideas are presented describing how adaptive parent–adolescent interactions may change across adolescence. The concept of collaboration is proposed as a conceptual tool for assessing one form of adaptive parent–adolescent interactions. The structural analysis of social behavior (SASB) is presented as a model for studying the complex reciprocal processes that occur in parent–adolescent interpersonal processes.

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Acknowledgments

We would like to thank Erin Ingoldsby and Timothy Smith for their comments on an earlier draft of this manuscript. In addition, we would like to especially thank Paul Florsheim for facilitating this paper toward publication and Lorna Benjamin and Paul Florsheim for their training provided in SASB coding and understanding its clinical import. Cynthia Berg was supported by grant R01 DK063044-01A2 from the National Institute of Diabetes and Digestive and Kidney Diseases while writing the paper.

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  1. Department of Psychology, University of Utah, 380 S. 1530 E, Salt Lake City, UT, 84112, USA

    Ryan M. Beveridge & Cynthia A. Berg

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  1. Ryan M. Beveridge
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  2. Cynthia A. Berg
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Correspondence to Ryan M. Beveridge.

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Beveridge, R.M., Berg, C.A. Parent–Adolescent Collaboration: An Interpersonal Model for Understanding Optimal Interactions. Clin Child Fam Psychol Rev 10, 25–52 (2007). https://doi.org/10.1007/s10567-006-0015-z

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  • DOI: https://doi.org/10.1007/s10567-006-0015-z

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