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Relevant bibliographies by topics / Adopted children – Psychology

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Academic literature on the topic 'Adopted children – Psychology'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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Journal articles on the topic "Adopted children – Psychology"

1

Grotevant, Harold D., and Gretchen Miller Wrobel. "Adopted Children: A Challenged Population?" Contemporary Psychology 46, no. 2 (2001): 193–94. http://dx.doi.org/10.1037/004770.

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Palacios, Jesús, and Yolanda Sánchez-Sandoval. "Stress in parents of adopted children." International Journal of Behavioral Development 30, no. 6 (2006): 481–87. http://dx.doi.org/10.1177/0165025406071492.

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Stress associated with adoptive parenthood was studied in a sample of parents of 104 children below the age of 12 adopted several years before. Most of the children were adopted when they were babies, all were adopted through national adoption programs and very few matched a profile of initial adversity or of special needs. High correlations were found between mothers' and fathers' stress scores, which were in some aspects similar to, and in others lower than, that of normative data. The hierarchical regression analysis on the stress experienced by the mothers showed that both the features of

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Grotevant, Harold D., Nicole M. Ross, Mary Ann Marchel, and Ruth G. Mcroy. "Adaptive Behavior in Adopted Children." Journal of Adolescent Research 14, no. 2 (1999): 231–47. http://dx.doi.org/10.1177/0743558499142005.

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Howe, David. "Adopters' Relationships with Their Adopted Children from Adolescence to Early Adulthood." Adoption & Fostering 20, no. 3 (1996): 35–43. http://dx.doi.org/10.1177/030857599602000308.

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Problematic behaviour in adopted teenage children often stems from their very early experiences. In examining the evolution of the relationship between parents and their adopted children from adolescence to early adulthood David Howe identifies three types of adoption, each associated with a distinct pattern of pre-placement care. On the basis of this classification the quality of parent-child relationships is explored at two key stages: when the adopted person is 16 and over 23. In addition, the adopters interviewed in Howe's study provided their own long-term views of the adoption process wh

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Rhodes, J. Lynn, and Ellis P. Copeland. "Dysfunctional Adolescent Behavior in Adopted Children." Family Journal 1, no. 4 (1993): 349–51. http://dx.doi.org/10.1177/1066480793014012.

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Payne, Heather. "Medical Records of Adopted Children." Adoption & Fostering 16, no. 3 (1992): 43–45. http://dx.doi.org/10.1177/030857599201600312.

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Caprin, Claudia, Laura Benedan, Luigina Ballarin, and Alessia Gallace. "Social competence in Russian post-institutionalized children: A comparison of adopted and non-adopted children." Children and Youth Services Review 75 (April 2017): 61–68. http://dx.doi.org/10.1016/j.childyouth.2017.02.020.

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Miller, Laurie, Wilma Chan, Linda Tirella, and Ellen Perrin. "Outcomes of children adopted from Eastern Europe." International Journal of Behavioral Development 33, no. 4 (2009): 289–98. http://dx.doi.org/10.1177/0165025408098026.

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Behavioral problems are frequent among post-institutionalized Eastern European adoptees. However, risk factors related to outcomes have not been fully delineated. We evaluated 50 Eastern European adoptees, age 8—10 years, with their adoptive families for more than five years. Cognitive and behavioral outcomes and parenting stress were evaluated in relation to pre-adoptive risk factors, including arrival age, growth, and facial phenotype related to prenatal alcohol exposure. At follow-up, IQ and achievement scores were ≥ average in most children (≥74%). Behavioral and school problems were commo

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Gillum, Nerissa, and Marion O'Brien. "Adoption satisfaction of Black adopted children." Children and Youth Services Review 32, no. 12 (2010): 1656–63. http://dx.doi.org/10.1016/j.childyouth.2010.07.005.

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Bruce, Jacqueline, Amanda R. Tarullo, and Megan R. Gunnar. "Disinhibited social behavior among internationally adopted children." Development and Psychopathology 21, no. 1 (2009): 157–71. http://dx.doi.org/10.1017/s0954579409000108.

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AbstractPostinstitutionalized children frequently demonstrate persistent socioemotional difficulties. For example, some postinstitutionalized children display an unusual lack of social reserve with unfamiliar adults. This behavior, which has been referred to as indiscriminate friendliness, disinhibited attachment behavior, and disinhibited social behavior, was examined by comparing children internationally adopted from institutional care to children internationally adopted from foster care and children raised by their biological families. Etiological factors and behavioral correlates were also

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Dissertations / Theses on the topic "Adopted children – Psychology"

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Niemann, Sandra. "Attachment behavior in children adopted internationally." Diss., Search in ProQuest Dissertations & Theses. UC Only, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3390066.

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Sunder, Katherine Elizabeth. "Mothers Who Kill Children They Have Adopted." Wright State University Professional Psychology Program / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1407793224.

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Marufu, Tariro Accillia. "The strengths and difficulties of adopted children: a pilot study." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/11383.

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Includes abstract.<br>Includes bibliographical references.<br>International research has led to the conclusion that adopted children are at a greater risk of behavioural and emotional difficulties than non-adopted children. However, these findings have been inconsistent and inconclusive, and therefore cannot necessarily be generalised to a country such as South Africa with its diverse populations. This study explored the strengths of adopted children and the difficulties they face, in comparison with children who are raised by their biological parents, with a focus on the Cape Town area. Furth

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Somers, Patricia A. "Predictors of placement duration for foster and adopted children with special needs." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/691.

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Foster and adopted children with special needs have high rates of placement instability. This has been associated with their increased risk of having special needs, particularly reactive attachment disorder which results from severe disruptions in early relationships. Child welfare agencies report inadequate knowledge of specific placement predictors and assessment measures, although research has shown that placement duration is partly a function of successful parent-child match. Using Bowlby's attachment theory as the theoretical framework, this quantitative study examined the contributions o

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Stewart, Rebecca. "Children adopted from care : teacher constructions of need and support." Thesis, Cardiff University, 2017. http://orca.cf.ac.uk/105025/.

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Evidence of the impact of Adverse Childhood Experiences (ACEs) and attachment theory (Bowlby, 1969) suggest that children who have been adopted from care are at higher risk of difficulties that may impact their ability to access education. In the UK, despite recent improvements, much of the support available to Looked After Children (LAC) is no longer available once children have been adopted. This research therefore sought to investigate teachers� perceptions on whether adopted children have difficulty accessing education, their understanding of the possible impact of ACEs and whether compari

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Sallot, Coleen Michelle. "Utilizing Play to Help Adopted Children Form Healthy Attachments." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1619193153362829.

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Delcenserie, Audrey. "Language and verbal memory abilities of internationally adopted children from China." Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=123052.

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The purpose of the present research program was to investigate IA children's language abilities during school age in order to see whether the difficulties reported in this population at younger ages persist (e.g., Gauthier & Genesee, 2011) or if they decrease with more exposure to the adopted language. Another goal was to investigate if IA children have verbal memory difficulties in addition to their language lags. Note that these studies all compared IA children to non-adopted monolingual French-speaking children matched on age, gender, and socio-economic status.Study 1 evaluated the language

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Kuznetsova, Maria. "Adjustment of Families with Children Adopted from Eastern Europe." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2556.

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The purpose of this study was to examine the adjustment of older children and adolescents adopted from Eastern Europe and the impact of their preadoption history and family’s functioning on their adjustment. This is a follow-up study of families first surveyed in 2005 with an addition of new families. One hundred and forty-five families reporting on 194 adopted children (9 to 19 years; 104 girls) participated in this study at Time 2. The project was conducted as an internet-based survey. Parents and adopted children reported on children’s emotional, behavioral and social problems (CBCL and YSR

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Donalds, Elizabeth S. "Voices of Adoptees: Stories and Experiences within Schools." Antioch University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1333635869.

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Hooley, Katherine Clare. "Identifying perspectives on life story work with looked-after and adopted children." Thesis, Staffordshire University, 2015. http://eprints.staffs.ac.uk/2244/.

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Life story work is a widely used intervention in adoption and fostering. Despite being recommended for use with all children in the care system, the outcomes are underresearched. This review systematically evaluates the scope of the current research into life story work in the looked-after population, investigating the processes used in practice and the benefits and limitations of these approaches. The findings of this review suggest that life story books are a predominant tool within the process of life story work alongside direct work with social care professionals, foster carers and adoptiv

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Books on the topic "Adopted children – Psychology"

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A daughter's choice. Ebury Press, 2015.

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Ebertz, Beate. Adoption als Identitätsproblem: Zur Bewältigung der Trennung von biologischer Herkunft und sozialer Zugehörigkeit. Lambertus, 1987.

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Bodemloos bestaan: Problemen met adoptiekinderen. Ambo, 1987.

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Rosenberg, Maxine B. Growing up adopted. Bradbury Press, 1989.

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Whose child am I?: Adults' recollections of being adopted. Tiresias Press, 1985.

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Verrier, Nancy Newton. The primal wound: Understanding the adopted child. Gateway Press, 1993.

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Catherine, Vallée, ed. Vivre et grandir dans l'adoption: Entre appartenances et quête d'identité. La Découverte, 2012.

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Monaco, Marina Farri. Il figlio del desiderio: Quale genitore per l'adozione? Bollati Boringhieri, 1994.

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D, Schechter Marshall, and Henig Robin Marantz, eds. Being adopted: The lifelong search for self. Anchor Books, 1993.

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Brodzinsky, David. Being adopted: The lifelong search for self. Doubleday, 1992.

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Book chapters on the topic "Adopted children – Psychology"

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Levi, Liliana López. "Adoption/Adopted Children." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_13.

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Winnicott, Donald W. "Two Adopted Children." In The Collected Works of D. W. Winnicott. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190271367.003.0032.

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This essay discusses the problems of adoption. Children, Winnicott says, do not have to thank their parents for their conception. With adopted children it is otherwise. Difficulties can often be predicted at the time of adoption, and he believes that problems here link up with the psychology of the deprived child; when the early history has not been good enough in respect of the environment, the foster-mother is taking on ‘a case’ rather than a child, and in becoming a mother she becomes a therapist of a deprived child.

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Tripathi, Mahesh A., and Godishala Sridevi. "Psychotherapeutic Interventions in Emotional and Behavioural Problems with Adolescents." In Advances in Psychology, Mental Health, and Behavioral Studies. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0519-8.ch018.

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Children undergo a variety of interrelated changes in their adolescence and at times most children exhibits difficult behaviours. The problem becomes more severe in adopted children because such status of adoption affects various aspects of the developing personality. Feeling of rejection in early childhood generates a tendency of insecurity and fear in these children and to overcome from these beliefs they adopt aggressive behaviour. Psychotherapy with adolescents is different in a number of substantive ways from adults, because an adolescent is a person who is no longer a child but is not yet an adult. They are special population for whom psychotherapeutic intervention needs to be customized considering the emotional and behavioural exigencies. Identification and changing unhealthy thoughts and behaviours is the central idea of CBT and is becoming the treatment of choice for children and adolescents. The chapter deals with application of CBT in adolescent.

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Ford, Jacqueline Y. "When the System Fails." In Advances in Psychology, Mental Health, and Behavioral Studies. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0228-9.ch007.

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Guided by the lens of psychodynamic theory, Ford (2015) investigated the challenges faced by adoptive families of traumatized children. Fifteen families were randomly selected to participate in this study from a group of 30 parents who adopted traumatized children in Arizona. Thematic categories were drawn and summarized. Textual descriptions evolved from the thematic groups acknowledging their experiences and how these lived experiences guided their decision to adopt a traumatized child. Verification techniques, data mining, journaling, clustering, brainstorming, and peer reviews were used to ensure the quality of data. Emergent themes emphasized the need for adoption-focused training specific to traumatized children. Ford's (2015) study revealed that these adoptive families desired to be equipped with specialized therapeutic training before and after their adoptions.

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Winnicott, Donald W. "The Toddler, the Second Adoption, Telling Children About Adoption." In The Collected Works of D. W. Winnicott. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190271374.003.0023.

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In this essay Winnicott discusses the psychology of adoption for parents and child. He writes that it is important to be truthful when talking to adopted children about where they come from, that the adoptive parents are not their biological parents, and that the child was made by nature, and not by magic. If the truth cannot be borne by the adoptive parents, it is very difficult for the adopted child to cope with it. He also considers that adoptive parents wanting a second adoption must go through the selection procedure and other anxieties about choosing to have the adoption, rather than being able to have a child, as it were, normally ‘by accident’. When a mother conceives a second baby, the first child has the experience of mother growing larger over a period of months unlike the case of a second adopted baby that just ‘appears’.

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Finch, Alfred J., John E. Lochman, W. Michael Nelson III, and Michael C. Roberts. "Ethical Issues When Working with Children and Adolescents." In Specialty Competencies in Clinical Child and Adolescent Psychology. Oxford University Press, 2012. http://dx.doi.org/10.1093/med:psych/9780199758708.003.0008.

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Chapter 8 reviews the Ethical Principles of Psychologists and Code of Conduct adopted by the American Psychological Association (APA) in 2002, and approved with amendments in June of that year. It focuses on some of the very basic questions and definitions in areas of the code as they apply to working with children. It also identifies potential risks associated with working with children as related to the professional code of ethics and to provide suggestions to aid in minimizing these risks. It also provides a model of helpful dialogue for the child clinician when ethical issues arise, which will assist the child and adolescent psychologist in navigating the complicated maze woven by all the interested parties tied to the child in treatment. While focused primarily on clinical practice, some discussion on issues about conducting research with children is also covered.

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Mondreti, Prithi Venkatesh, and Malar G. "Sibling Disposition Towards Children With Special Needs." In Advances in Psychology, Mental Health, and Behavioral Studies. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4955-0.ch006.

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The background research leading to this chapter probed into the nature of disposition and dominant patterns of feelings displayed b typically developing siblings towards children with special needs arising out of communication disorders. The resultant findings may contribute of facilitation of constructive relationship between them. A survey type of research design was adopted for the purpose of collecting relevant data from primary caregivers of 34 children with communication disorders resulting from either sensory impairments, or neurodevelopmental disorders. An emotional-behavioral rating scale including 10 common dispositions of siblings towards children with special needs had been developed for the purpose following review of relevant literature. The caregiver-participants were to rate the frequency of manifestation of the emotions of behaviors described on a four-pointing rating scale of never, sometimes, often or always. Other relevant information like number of siblings, order of birth, gender of children with special needs, as well as educational and socio-economic status of the caregivers were collected. Analysis of the data revealed feelings of concern and care predominantly prevalent among siblings of children with special needs. Nevertheless, there is scope for further shaping the positive dispositions into constructive behaviors that support optimal development of children with special needs.

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Parker, Susan Wuchenich. "Complex Trauma." In Advances in Psychology, Mental Health, and Behavioral Studies. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-7473-7.ch005.

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Defining trauma is an individualized process that includes looking at events, experiences, and effects. Best practices explicitly state the importance of an individual's experiences when defining trauma. Therefore, solely utilizing a professional lens for discussion is often inappropriate. The purpose of this chapter is to examine trauma and trauma-informed care through both a professional and personal lens. Research on outcomes for children internationally adopted or living in foster care will be intertwined with personal narrative. Erikson's theory of psychosocial development will be the lens to examine how trauma affects life and learning as children grow and mature. Finally, specific anecdotal strategies will be shared that either provided or negated support on how potentially to navigate public and higher education systems in the United States.

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Best, Deborah L., and Angelica R. Puzio. "Gender and Culture." In The Handbook of Culture and Psychology. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190679743.003.0009.

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Culture and gender are closely intertwined with biological factors creating predispositions for sex and gender development. However, sociocultural factors are critical determinants leading to gender differences in roles and behaviors that may be modest but culturally important. Culture has profound effects on gender-related behavior, values, identity, roles, and how these are regarded in various social contexts. Culture governs the socialization of children, the tasks children are taught, the roles adult men and women adopt, and the expectations that govern women’s and men’s attitudes and behaviors. Culture provides the context in which gender roles, identity, and stereotypes unfold as well as parameters regarding sexual behavior. Culture affects variation in gender-related behaviors between individuals within a cultural group as well as variation between cultures. Culture can maximize, minimize, or even eliminate gender differences in social behaviors and cognitions. Indeed, it is impossible to separate gender and culture.

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Darwich, Rosângela Araújo, Ana Letícia de Moraes Nunes, and Agnnes Caroline Alves de Souza. "SELF-REVIEW OF PARENTING STYLES: Experiences in a group of socially vulnerable mothers in Northern Brazil." In Advances in Psychology and Psychological Trends. inScience Press, 2020. http://dx.doi.org/10.36315/2021pad12.

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Thisstudy presents a group intervention with mothers of children fromsix to twelveyears old in a situation of socialvulnerability. Weaimed to encouragethe participants to identifythe parenting style they adoptand alternatives for action, totest changes in behavior between group meetings and toevaluate the results of their efforts. Thefieldresearch describedcorresponds to one of the focus groups created in2018 in the contextofan action research implemented at the University ofAmazônia(UNAMA), Belém, located in northern Brazil. We selected five participants who were present in atleast 60% of the ten weekly meetings. Verbal exchanges in meetings and individual interviews supported the formation of analysis categories corresponding to three parenting styles: authoritative or democratic, authoritarian,and permissive. The Social Skills Rating System -Brazilian version (SSRS)and a secondindividual interview were applied attheend of the meetings. We have verified changes towardsthe adoption of an authoritative parenting style, whichgenerated positive impacts onfamily relationships. Social skills led to developments in the behavior ofchildren at school, indicating that it is a way to overcome the situation of social vulnerability in which they find themselves.

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