Similarities and differences between internationally adopted and nonadopted children in their toddler years: Outcomes from a longitudinal study.

Dalen, Monica; Theie, Steinar

doi:10.1037/ort0000010

Cited by 13 publications

(7 citation statements)

References 57 publications

(115 reference statements)

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“…Many adoptive families experience challenges that biological families may never face. Adopted children, whether domestic or international, face an increased likelihood of behavioral, emotional, developmental (Dalen & Theie, 2014; Jacobs, Miller, & Tirella, 2010), and attachment issues (Barcons et al, 2014) due to their unique pre-adoptive conditions (Weir et al, 2013). These conditions may include insufficient health-care and medical services; inadequate prenatal, perinatal, and postnatal care; psychological deprivation; abuse or neglect; early separation from the child’s birth mother; and malnutrition.…”

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confidence: 99%

Attachment, Parental Meta-Emotion, and Emotion Regulation in Adoptive Mother–Child Dyads

2019

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Adopted children are at risk for a number of unfavorable environmental factors and thus have an increased likelihood of developing social, emotional, cognitive, and attachment issues that can stunt the child’s ability to build intimate relationships and regulate emotion. These potential issues may make it difficult for adoptive parents to emotionally connect with their adopted child. Through the theories of parental meta-emotion philosophy (PMEP) and attachment, the researchers explored how adoptive mothers’ level of emotion coaching (the ideal PMEP) and their attachment impacted the adoptive child’s ability to emotionally regulate. Findings indicated that emotion coaching is an effective method of aiding adopted children’s ability to emotionally regulate. The researchers also found that adoptive mothers struggling with attachment may still be able to learn emotion coaching and positively impact her adopted child’s emotion regulation development.

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confidence: 99%

Attachment, Parental Meta-Emotion, and Emotion Regulation in Adoptive Mother–Child Dyads

2019

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“…Many IAY come from countries in which the native language that the children are exposed to early in life differs from the languages used in their post-adoption homes. Dalen and Theie (2014) compared IAY to non-adopted youth (NAY) during childhood. They found that IAY exhibited deficits in motor development and communication skills, lower activity levels, and greater reports of challenging behaviors at 24 months age; nevertheless, the only difference that remained at 36 months was a continuing deficit in communication skills.…”

Section: Country Of Originmentioning

confidence: 99%

Academic Achievement and Postsecondary Educational Attainment of Domestically and Internationally Adopted Youth

Anderman

Liu

2021

Adoption Quarterly

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Adopted youth often do not achieve in school as well as their non-adopted peers. We used data from the High School Longitudinal Study to examine high school and postsecondary achievement outcomes in adopted youth. We compared outcomes for domestically adopted youth, internationally adopted youth, and non-adopted youth. Results indicate that domestically adopted youth have lower grade point averages. Internationally adopted youth were less likely to enroll in fouryear postsecondary institutions than were non-adopted youth.Research on the academic achievement of adopted children suggests that whereas adopted youth do not differ from their peers and siblings on measures of intelligence, they do not achieve equally as well in school (van IJzendoorn et al., 2005). Indeed, adopted youth often experience academic and psychological struggles at greater rates than their non-adopted peers (Duszynski et al., 2015). These challenges place them at risk for not succeeding in school.This achievement gap has been attributed to a variety of potential causes, including delays in cognitive development (e.g., Grotevant & McDermott, 2014), as well as to the emergence of psychological problems (e.g., Logan et al., 1998) and behavioral problems (e.g., Juffer et al., 2004;. Although research on the academic achievement of adopted youth has been plentiful, few studies have actually examined long-term achievement outcomes for these students. In the present study, we add to this literature by examining academic outcomes assessed both at the end of high school and in postsecondary settings, for students who had been adopted either domestically or internationally.

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“…This is expected because prior to achieving a complete catch-up, IA children tend to be more susceptible than their nonadopted age peers to difficulties with emotional regulation, social interactions, and problem solving (Jacobs, Miller & Tirella, 2010). Existing studies conducted in Europe and North America have concluded that IA children’s delays around the time of adoption increased their risk for poorer outcomes across multiple domains in early and middle childhood, including poorer parent–child relationship quality (Croft, O’Connor, Keaveney, Groothues, & Rutter, 2001; Dalen & Theie, 2014; Judge, 2003b, 2004; Niemann & Weiss, 2011; van Londen et al, 2007), poorer academic performance (Harwood, Feng, & Yu, 2013; Tan, 2009), and behavioral maladjustment (Cohen et al, 2008; Dalen & Theie, 2014; Palacios et al, 2011; Rutter & the ERA Study Team, 1998; Tan & Camras, 2011; Tan, Marfo, & Dedrick, 2007, 2010).…”

Section: Delays At Arrival and Later Outcomesmentioning

confidence: 99%

Developmental delays at arrival and postmenarcheal Chinese adolescents’ adjustment.

Tan¹,

Rice²,

Mahoney³

2015

American Journal of Orthopsychiatry

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Internationally adopted (IA) children often have delays at adoption and undergo massive catch-up after adoption. Before achieving developmental catch-up, however, delays at adoption present a risk for IA children's adjustment, but it remains unknown whether such delays foreshadow IA children's outcomes after catch-up development has completed or ceased. In the current analysis, we utilized menarche as a practical marker to indicate the cessation of developmental catch-up. We investigated how delays at arrival predicted long-term outcomes in 132 postmenarcheal teens (M = 14.2 years, SD = 1.7) who were adopted from China at 16.6 months (SD = 17.1). In 2005, adoptive parents provided data of medical evaluation results on their children's delay status in gross motor skills, fine motor skills, social development, emotional development, and cognitive development. Six years later in 2011, data on parent-child relationship quality were collected from parents, and data on the adoptees' academic competence and internalizing problems were also collected from both parents and adoptees. We found that gross motor delay at arrival predicted academic performance (parent-report: b = -.34, p < .01) and internalizing problems (self-report: b = .26, p < .05; parent-report: b = .33, p < .01). Other delays were not significant in predicting any of the outcomes. The impact of early nutritional deprivation on gross motor development was discussed.

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Similarities and differences between internationally adopted and nonadopted children in their toddler years: Outcomes from a longitudinal study.

Cited by 13 publications

References 57 publications

Attachment, Parental Meta-Emotion, and Emotion Regulation in Adoptive Mother–Child Dyads

Attachment, Parental Meta-Emotion, and Emotion Regulation in Adoptive Mother–Child Dyads

Academic Achievement and Postsecondary Educational Attainment of Domestically and Internationally Adopted Youth

Developmental delays at arrival and postmenarcheal Chinese adolescents’ adjustment.

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