Associations between Discussions of Racial and Ethnic Differences in Internationally Adoptive Families and Delinquent Behavior among Korean Adopted Adolescents

A trauma-informed substance use disorder prevention program for transracially adopted children and adolescents

The prevalence of substance use among transracial and international adoptees is higher than that of non-adopted persons, and yet no specialized treatment modalities exist for this underserved population. Our purpose is to propose a substance use disorder (SUD) prevention program for transracial adoptive families that addresses the specific issues that face this community. There are several pre- and post-adoption factors which position transracial and international adoptees (TRIAs) to be at higher risk to develop SUDs. Some of these factors include adoption identity, trauma, loss, genetics, and racial discrimination. The biopsychosocial (BPS) model (Engel, 1977) is used to conceptualize SUDs in adoptees, and theories that focus on adoption-related development issues such as the Adoptee Stress and Coping Model (Brodzinsky, 1990) are also presented. Our proposed program, Strengthening Transracial Adoptive Families (STAF), utilizes the Guiding Good Choices (GGC) prevention program as its foundation to integrate a culturally responsive adoption-focused curriculum to best serve transracial adoptive families.

Racial Identity and Transcultural Adoption

Transracial/transcultural adoption is defined as a child of one race or ethnic group placed with parent(s) of a different race or ethnic group. An estimated 2 million children in the United States were identified as adopted in the 2010 census, and approximately one-fourth of these were transracial adoptions. Both a history of adoption and a strong ethnic or racial identity are specifically associated with health-related risk and protective factors for psychosocial, academic, and health behavior outcomes. A patient with a history of transracial adoption presents unique and important considerations for culturally responsive nursing care. This article begins with nursing practice considerations for transracially adoptive patients and provides an overview of epidemiology; relevant trauma informed nursing care;. laws and racial identity formation, and a mental model of health disparities to guide future directions. We synthesize information relevant to nursing care of individuals who are transracially adopted and racial/ethnic identity formation, including socialization and a merging model to conceptualize identities. The article also discusses principles of trauma informed care and health disparities and future improvements in the context of this population.

Unpacking complexities in ethnic-racial socialization in transracial adoptive families: A process-oriented transactional system

Over 50% of adoptions are transracial, involving primarily White parents and children of color from different ethnic or racial backgrounds. Transracial adoptive (TRA) parents are tasked with providing ethnic-racial socialization processes (ERS) to support TRA adoptees' ethnic-racial identity development and prepare them to cope with ethnic-racial discrimination. However, unlike nonadoptive families of color, TRA parents lack shared cultural history with adoptees and have limited experience navigating racial discrimination. Knowledge of ERS among TRA families has centered on unidirectional processes between parenting constructs, ERS processes, and children's functioning. However, ERS processes in this population have complexities and nuances that warrant more sensitive and robust conceptualization. This paper proposes a process-oriented dynamic ecological model of the system of ERS, situating transacting processes in and across multiple family levels (parent, adoptee, family) and incorporating developmental and contextual considerations. With its framing of the complexities in ERS among TRA families, the model offers three contributions: a conceptual organization of parenting constructs related to ERS, a more robust understanding of ERS processes that inform how parents provide ERS, and framing of transacting processes within and between parenting constructs, ERS processes, and children's functioning. Implications for research, policy, and practice are discussed.

Psychological correlates of interest in genetic testing among Korean American adoptees and their parents

Adopted persons increasingly have turned to genetic testing to obtain health information or to search for birth family. The present study investigated psychological factors that may contribute to interest among adoptees and their parents in genetic testing for the adoptee, including adoptees' ethnic identity development, their thoughts or curiosity about birth family (birth family thoughts), and the interaction of these two factors. Data were drawn from the second wave of a longitudinal study, conducted in 2014, on transracially, transnationally adopted Korean American adolescents and their adoptive parents. In a sample of 106 adolescent-parent dyads, 2 adolescents (1.89%) had undergone genetic testing. Among the dyads in which adolescents had not sought genetic testing, 47.12% of adolescents and 43.27% of parents indicated interest in genetic testing for the adolescent adoptee. Adolescents' interest in genetic testing was independent from parents' interest. Neither adolescent psychological adjustment nor physical health was related to interest in genetic testing in either adolescents or parents. Adolescents' birth family thoughts were related to adolescents' interest in genetic testing, but not to parents' interest in genetic testing for their child. This study showed ethnic identity exploration and resolution moderated the relationship between birth family thoughts and adolescents' interest in genetic testing. Results point to the relevance of birth family thoughts and identity development to genetic testing in transnational and transracial adolescent adoptees.

Lesbian, Gay, and Heterosexual Adoptive Parents’ Socialization Approaches to Children’s Minority Statuses

This study examined the narratives of 82 adoptive parents (41 couples: 15 lesbian, 15 gay male, 11 heterosexual) of young children ( M age = 5.81 years) with a focus on understanding parents’ socialization practices and strategies surrounding race (among parents of children of color), and family structure (among lesbian or gay [LG] parents). Most parents described an engaged approach to socialization surrounding their children’s racial minority and LG-parent family statuses, employing strategies such as (a) holding parent–child conversations aimed at instilling pride, (b) seeking communities that reflect their child’s identities (more often LG than heterosexual), and (c) educating about racism and heterosexism. Some parents described a cautious approach in which they acknowledged their child’s racial background and LG-parent family status but were cautious about not being overly focused on their differences. A minority of parents (more often heterosexual than LG) described an avoidant approach, whereby they did not discuss their child’s differences.

Ethnic Identity and Psychological Well-Being of International Transracial Adoptees: A Curvilinear Relationship

Research in general has shown a beneficial effect of ethnic identity on adoptees' psychological well-being. However, studies also indicate that overemphasis on birth culture and racial/ethnic differences may negatively impact adoptees' overall adjustment. Using Rojewski's () and Brodzinsky's () propositions of a balanced approach to adoption and culture issues, this study examines the curvilinear relationship between ethnic identity and psychological well-being of international adoptees (i.e., psychological well-being will be high when ethnic identity is moderate instead of either low or high). Using data from a study on identity development and psychological well-being in international adoptees, the hypothesized relationship was examined among 100 internationally adopted Asian adolescents and young adults placed with White parents in the United States. Results indicated that a moderate level of ethnic identity was associated with positive esteem, whereas low and high levels of ethnic identity were related to low self-esteem. Implications for practice and research are discussed.