The model emphasizes that the parent-child interaction is the most important process affecting the child's development and that children's individual characteristics evoke specific responses from others. In addition, the role of the family changes as the child's development progresses, but the family is only one of several sources of socialization. Although some aspects of this model have only tentative empirical support, much progress has occurred in describing the family processes that are associated with the development of socioemotional problems in children. The model indicates that several sensitive periods exist in child development during which preventive and clinical interventions will have their greatest effects. These periods are around ages 2 to 3, during the yearly years of school, and during the transition from grade school to middle or junior high school. The model also suggests that early intervention is the most effective. In addition, the family should be a focus of prevention and clinical interventions. Finally, social policy and programs should aim to support the family and its optimal functioning. Tables, figures, and 91 references.