1
|
Morency MM, Donzella B, Reid BM, Lee RM, Dengel DR, Gunnar MR. Post-adoption experiences of discrimination moderated by sleep quality are associated with depressive symptoms in previously institutionalized youth over and above deprivation-induced depression risk. Dev Psychopathol 2024:1-10. [PMID: 38832546 DOI: 10.1017/s0954579424000932] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/05/2024]
Abstract
The association of post-adoption experiences of discrimination with depressive symptoms was examined in 93 previously institutionalized (PI) youth (84% transracially adopted). Additionally, we explored whether sleep quality statistically moderated this association. Notably, we examined these associations after covarying a measure of autonomic balance (high/low frequency ratio in heart rate variability) affected by early institutional deprivation and a known risk factor for depression. PI youth exhibited more depressive symptoms and experiences of discrimination than 95 comparison youth (non-adopted, NA) raised in their biological families in the United States. In the final regression model, there was a significant interaction between sleep quality and discrimination, such that at higher levels of sleep quality, the association between discrimination and depression symptoms was non-significant. Despite being cross-sectional, the results suggest that the risk of depression in PI youth involves post-adoption experiences that appear unrelated to the impacts of early deprivation on neurobiological processes associated with depression risk. It may be crucial to examine methods of improving sleep quality and socializing PI youth to cope with discrimination as protection against discrimination and microaggressions.
Collapse
Affiliation(s)
- Mirinda M Morency
- Institute of Child Development, University of Minnesota Twin-Cities, Minneapolis, MN, USA
| | - Bonny Donzella
- Institute of Child Development, University of Minnesota Twin-Cities, Minneapolis, MN, USA
| | - Brie M Reid
- Department of Psychiatry and Human Behavior, Warren Alpert Medical School, Brown University, Providence, RI, USA
| | - Richard M Lee
- Department of Psychology, University of Minnesota Twin-Cities, Minneapolis, MN, USA
| | - Donald R Dengel
- Center for Pediatric Obesity Medicine, Minneapolis, MN, USA
- Department of Pediatrics, University of Minnesota Medical School, University of Minnesota Twin-Cities, Minneapolis, MN, USA
| | - Megan R Gunnar
- Institute of Child Development, University of Minnesota Twin-Cities, Minneapolis, MN, USA
| |
Collapse
|
2
|
Walsh SD, Getahune S, Kogan SM. Risk, resilience and family relationships among at-risk Ethiopian immigrant youth in Israel: A focus group investigation. FAMILY PROCESS 2023:e12915. [PMID: 37414724 DOI: 10.1111/famp.12915] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/25/2022] [Revised: 05/13/2023] [Accepted: 06/15/2023] [Indexed: 07/08/2023]
Abstract
Despite the pivotal role that parents play in their adolescent children's lives, intervention programs aimed at at-risk, immigrant youth have often neglected the role of the parents. Informed by an ecological perspective, the current study explored how the intersecting experiences of parents and adolescents in the Ethiopian immigrant community in Israel inform adolescent risk and resilience. A sample of 55 parents and adolescent children, who were involved in a program serving at-risk families, and eight service providers participated in five focus groups. Grounded theory analyses of transcripts provided insights into family processes in which the experience of disenfranchisement of parents (due to societal and familial processes) transacts with feelings of isolation and withdrawal of their adolescent children. We documented five issues that reinforced this core pattern: Stigma and discrimination, cultural and language differences between parents and youth, disempowerment in interactions with authorities, parental role strain, and negative influence of the neighborhood. We also documented three resilience processes that counter this pattern (community cohesion, cultural socialization and ethnic and cultural pride, and vigilant parental monitoring). Results suggest a need for family-based intervention programs that can counter reinforcing cycles of disenfranchisement and build on families' resilience resources.
Collapse
Affiliation(s)
- Sophie D Walsh
- Department of Criminology, Bar-Ilan University, Ramat Gan, Israel
| | - Simcha Getahune
- Department of Criminology, Bar-Ilan University, Ramat Gan, Israel
- Kibbutzim College, Tel Aviv, Israel
| | - Steven M Kogan
- Human Development and Family Science, University of Georgia, Athens, Georgia, USA
| |
Collapse
|
3
|
Wu CS, Kim AY, Seaton EK, Carter R, Lee RM. Navigating puberty, identity, and race among transnationally, transracially adopted Korean American adolescents. Child Dev 2023; 94:768-778. [PMID: 36683322 DOI: 10.1111/cdev.13896] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2022] [Revised: 11/30/2022] [Accepted: 12/02/2022] [Indexed: 01/24/2023]
Abstract
This exploratory study examined the relation between pubertal timing and dimensions of ethnic-racial identity among adopted Korean Americans raised transracially in White families. The study also examined whether internalized racism moderated the association between pubertal timing and ethnic-racial identity. Adopted Korean American adolescents (N = 202; 108 females; ages 13-19 years) completed measures of pubertal development, ethnic-racial identity, and internalized racism in 2007. There was no significant main effect of pubertal timing for either male or female adolescents. Internalized racism moderated the relation between pubertal timing and ethnic-racial identity clarity (B = -.16, p = .015) among male adolescents. Specifically, earlier pubertal timing was significantly associated with lower ethnic-racial identity clarity for male adolescents with higher levels of internalized racism.
Collapse
Affiliation(s)
- Christine S Wu
- Department of Psychology, Oberlin College, Oberlin, Ohio, USA
| | - Adam Y Kim
- Department of Psychology, Wesleyan University, Middletown, Connecticut, USA
| | - Eleanor K Seaton
- T. Denny Sanford School of Social and Family Dynamics, Arizona State University, Tempe, Arizona, USA
| | - Rona Carter
- Department of Psychology, University of Michigan-Ann Arbor, Michigan, Ann Arbor, USA
| | - Richard M Lee
- Department of Psychology, University of Minnesota-Twin Cities, Minneapolis, MN, USA
| |
Collapse
|
4
|
Grigoropoulos I. Narrating Displacement Adoptees' Challenges Due to Minority Stress. JOURNAL OF CHILD & ADOLESCENT TRAUMA 2022; 15:811-820. [PMID: 35958710 PMCID: PMC9360390 DOI: 10.1007/s40653-021-00403-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/06/2021] [Indexed: 06/15/2023]
Abstract
The experiences and the stories of adopted individuals cannot be understood apart from the social context that shapes them. Interpretative phenomenological analysis was used as the aim of this study was to assess the impact of the adoption of dominant social discourse on adoptees. Four themes relating to the aims of the current research emerged from the data: (1) adoptees' deviant construction of themselves, (2) experiences of invalidation and marginalization, (3) rationalization of adoption, and (4) adoption-related un-acknowledged losses. This study's results show that participants' individualized and/or societal distressing experiences can be considered within the context of minority stress. For clinical and counseling purposes it is important to understand whether these minority identities result in extra social stresses as a result of their social stigma.
Collapse
Affiliation(s)
- Iraklis Grigoropoulos
- Early Childhood Education and Care Department, International Hellenic University, Sindos, Thessaloniki, Greece
| |
Collapse
|
5
|
Elias MJ, DeLaney EN, Williams CD, Hawa S, Walker CJ, Lozada FT, Su J, Dick DM. Cultural Socialization and Ethnic-Racial Identity Mediated by Positive and Negative Conversations about Race: Exploring Differences among Asian American, African American, Latinx, Multiracial, and White Students. IDENTITY (MAHWAH, N.J.) 2022; 22:282-297. [PMID: 36467314 PMCID: PMC9718435 DOI: 10.1080/15283488.2021.1999815] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
Abstract
The current study examined associations between cultural socialization and ethnic-racial identity via positive and negative conversations about one's ethnicity/race. Ethnic-racial differences between Asian American, African American, Latinx, Multiracial, and White students were explored. College students 18-22 (M age = 18.46) participating in a university-wide study provided self-reports of childhood cultural socialization, engagement in conversations about ethnicity/race during college, and ethnic-racial identity. Cultural socialization was associated with more positive conversations about race, and, in turn, greater ethnic-racial identity exploration, resolution, and affirmation among all students. Additionally, among Multiracial and African American students, cultural socialization was associated with greater negative conversations about race and, in turn, less ethnic-racial identity affirmation. Although cultural socialization was not associated with negative conversations about race for Asian American, Latinx, or White students, the relation between greater negative conversations about race and less ethnic-racial identity affirmation was significant. Negative conversations about race also informed greater ethnic-racial identity exploration among all students, but was not associated with ethnic-racial identity resolution. The current study highlights the nuanced ways that childhood cultural socialization and conversations about one's ethnicity/race influence college students' ethnic-racial identity, both similarly and differently among Asian American, African American, Latinx, Multiracial, and White students. Two items created for the current study were used to assess positive and negative conversations about one's ethnicity/race in the past month. Response options for the positive conversation item ("In the past month, I had conversations with someone about something positive about my ethnic-racial group.") and negative conversation item ("In the past month, I had conversations with someone about something negative about my ethnic-racial group.") were scored using a 5-point Likert scale ranging from (1) Not at all to (5) Extremely or almost always. Higher scores indicated more frequent positive conversations and more frequent negative conversations, respectively. Initial support for the validity of the two items for positive and negative conversations about race has been provided by research with emerging adults (Delaney et al., in press).
Collapse
|
6
|
Unpacking complexities in ethnic-racial socialization in transracial adoptive families: A process-oriented transactional system. Dev Psychopathol 2021; 33:493-505. [PMID: 33955344 DOI: 10.1017/s0954579420001741] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
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.
Collapse
|
7
|
|
8
|
Lo AYH, Grotevant HD. Adoptive Parenting Cognitions: Acknowledgement of Differences as a Predictor of Adolescents' Attachment to Parents. PARENTING, SCIENCE AND PRACTICE 2020; 20:83-107. [PMID: 33716578 PMCID: PMC7954044 DOI: 10.1080/15295192.2019.1694826] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
OBJECTIVE Adoptive parents' acknowledgement of differences is defined as the propensity to think that adoptive and nonadoptive families are different in important ways. Few studies have examined the implications of such cognitions for the parent-child bond. DESIGN Structural equation modeling was utilized to examine the relation between adoptive parents' acknowledgement of differences and adolescents' later attachment to their parents in a sample of within-race domestic infant adoptions. Data from 189 adoptive families were drawn from two waves (middle childhood, adolescence) of the Minnesota/Texas Adoption Research Project, a longitudinal study of openness in adoption. RESULTS Levels of acknowledgement of differences displayed by the adoptive mother and adoptive father during middle childhood positively predicted adopted adolescents' feelings of attachment towards the respective parent 8 years later. This relation depended on adopted adolescents' attitude toward adoption-related communication during middle childhood as well as the adoptive family's level of openness during middle childhood. CONCLUSIONS Acknowledgement of differences in adoptive families has positive implications for the parent-child bond.
Collapse
Affiliation(s)
- Albert Y H Lo
- Department of Psychological and Brain Sciences, University of Massachusetts Amherst; Tobin Hall, 135 Hicks Way, Amherst, MA 01003
| | | |
Collapse
|
9
|
Hu AW, Zhou X, Lee RM. Ethnic socialization and ethnic identity development among internationally adopted Korean American adolescents: A seven-year follow-up. Dev Psychol 2018; 53:2066-2077. [PMID: 29094970 DOI: 10.1037/dev0000421] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The relationship between ethnic socialization by parents, peers, and ethnic identity development was examined over a 7-year time span in a sample of 116 internationally adopted Korean American adolescents. Parent report data was collected in 2007 (Time 1 [T1]) when the adopted child was between 7 and 13 years old and again in 2014 at ages 13 to 20 years old (Time 2 [T2]). Adolescent report data also was collected in 2014. We examined differences in parent and adolescent reports of parental ethnic socialization at T2, changes in parent reports of ethnic socialization from T1 to T2, and the relationship among ethnic socialization by parents at T1 and T2, ethnic socialization by peers at T2, and ethnic identity exploration and resolution at T2. Results indicated parents reported higher levels of parental ethnic socialization than adolescents did at T2. Parent reports of parental ethnic socialization also decreased between childhood and adolescence. Adolescents reported higher parental ethnic socialization than peer ethnic socialization at T2. Path analysis demonstrated positive indirect pathways among parental ethnic socialization at T1, parental ethnic socialization and peer ethnic socialization at T2, and ethnic identity exploration and ethnic identity resolution at T2. The study highlights the cultural experiences of transracial, transnational adopted individuals, the role of both parents and peers in ethnic socialization and ethnic identity development, and the importance of longitudinal and multi-informant methodology. (PsycINFO Database Record
Collapse
Affiliation(s)
- Alison W Hu
- Department of Psychology, University of Minnesota-Twin Cities
| | - Xiang Zhou
- Department of Psychology, University of Minnesota-Twin Cities
| | - Richard M Lee
- Department of Psychology, University of Minnesota-Twin Cities
| |
Collapse
|
10
|
Ferrari L, Hu AW, Rosnati R, Lee RM. Ethnic Socialization and Perceived Discrimination on Ethnic Identity Among Transracial Adoptees: A Cross-Cultural Comparison Between Italy and the United States. JOURNAL OF CROSS-CULTURAL PSYCHOLOGY 2017. [DOI: 10.1177/0022022117728338] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Affiliation(s)
| | - Alison W. Hu
- University of Minnesota Twin Cities, Minneapolis, MN, USA
| | | | - Richard M. Lee
- University of Minnesota Twin Cities, Minneapolis, MN, USA
| |
Collapse
|
11
|
|
12
|
Lee RM, Y J Kim A, Zhou X. Commentary: An Asian Americanist Perspective on Child Development. Child Dev 2016; 87:1061-5. [PMID: 27392800 DOI: 10.1111/cdev.12575] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
In this commentary, we put forth an Asian Americanist perspective on child development that frames, expands upon, and at times challenges the contextual, conceptual, and methodological ideas put forward by Kiang et al., Mistry et al., and Yoshikawa et al. (this volume). This Asian Americanist perspective draws upon scholarship in Asian American Studies and critical race theory to bridge the historical, conceptual, and methodological contributions of the three articles. We also aim to challenge current and future generations of scholars studying Asian American child development to look at Asian American youth and families as autonomous, self-determining agents who are capable of challenging, resisting, and affecting change in a racialized society.
Collapse
|
13
|
Goldberg AE, Sweeney K, Black K, Moyer A. Lesbian, Gay, and Heterosexual Adoptive Parents’ Socialization Approaches to Children’s Minority Statuses. COUNSELING PSYCHOLOGIST 2016. [DOI: 10.1177/0011000015628055] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
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.
Collapse
|
14
|
Seol KO, Yoo HC, Lee RM, Park JE, Kyeong Y. Racial and ethnic socialization as moderators of racial discrimination and school adjustment of adopted and nonadopted Korean American adolescents. J Couns Psychol 2015; 63:294-306. [PMID: 26479418 DOI: 10.1037/cou0000120] [Citation(s) in RCA: 56] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
This study investigated the roles of racial and ethnic socialization in the link between racial discrimination and school adjustment among a sample of 233 adopted Korean American adolescents from White adoptive families and 155 nonadopted Korean American adolescents from immigrant Korean families. Adopted Korean American adolescents reported lower levels of racial discrimination, racial socialization, and ethnic socialization than nonadopted Korean American adolescents. However, racial discrimination was negatively related to school belonging and school engagement, and ethnic socialization was positively related to school engagement for both groups. Racial socialization also had a curvilinear relationship with school engagement for both groups. A moderate level of racial socialization predicted positive school engagement, whereas low and high levels of racial socialization predicted negative school engagement. Finally, ethnic socialization moderated the link between racial discrimination and school belonging, which differed between groups. In particular, ethnic socialization exacerbated the relations between racial discrimination and school belonging for adopted Korean American adolescents, whereas ethnic socialization buffered this link for nonadopted Korean American adolescents. The findings illustrate the complex relationship between racial and ethnic socialization, racial discrimination, and school adjustment.
Collapse
Affiliation(s)
| | - Hyung Chol Yoo
- Asian Pacific American Studies, Arizona State University
| | | | - Ji Eun Park
- Department of Psychology, Ewha Womans University
| | - Yena Kyeong
- Department of Psychology, Ewha Womans University
| |
Collapse
|
15
|
Anderson KN, Rueter MA, Lee RM. Discussions about Racial and Ethnic Differences in Internationally Adoptive Families: Links with Family Engagement, Warmth, & Control. JOURNAL OF FAMILY COMMUNICATION 2015; 15:289-308. [PMID: 26648791 PMCID: PMC4670753 DOI: 10.1080/15267431.2015.1076420] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
Discussions about racial and ethnic differences may allow international, transracial adoptive families to construct multiracial and/or multiethnic family identities. However, little is known about the ways family communication influences how discussions about racial and ethnic differences occur. This study examined associations between observed family communication constructs, including engagement, warmth, and control, and how adoptive families discuss racial and ethnic differences using a sample of families with adolescent-aged children adopted internationally from South Korea (N = 111 families, 222 adolescents). Using data collected during mid-adolescence and again during late adolescence, higher levels of maternal control and positive adolescent engagement were independently associated with a greater likelihood that family members acknowledged the importance of racial and ethnic differences and constructed a multiracial and/or multiethnic family identity. Adolescent engagement was also related to a greater likelihood that family members disagreed about the importance of racial and ethnic differences, and did not build a cohesive identity about differences.
Collapse
Affiliation(s)
- Kayla N Anderson
- doctoral candidate in the Department of Family Social Science, University of Minnesota, 290 McNeal Hall, 1985 Buford Avenue, St. Paul, MN 55108, University of Minnesota
| | - Martha A Rueter
- Associate Professor in the Department of Family Social Science at the University of Minnesota
| | - Richard M Lee
- Professor in the Department of Psychology at the University of Minnesota
| |
Collapse
|
16
|
A review of the empirical assessment of processes in ethnic–racial socialization: Examining methodological advances and future areas of development. DEVELOPMENTAL REVIEW 2015. [DOI: 10.1016/j.dr.2015.03.001] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
|
17
|
Anderson KN, Lee RM, Rueter MA, Kim OM. Associations between Discussions of Racial and Ethnic Differences in Internationally Adoptive Families and Delinquent Behavior among Korean Adopted Adolescents. CHILDREN AND YOUTH SERVICES REVIEW 2015; 51:66-73. [PMID: 25729119 PMCID: PMC4341837 DOI: 10.1016/j.childyouth.2015.02.001] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
Internationally adopted adolescents may have more delinquent behavior than non-adopted adolescents. One explanation is these adolescents experience discrimination and loss of culture, and adoptive parents are not adequately addressing these experiences. However, studies have not examined the effects of family discussions of racial and ethnic differences within adoptive families on adopted adolescents' delinquent behavior. To test this relationship, this study utilized data from 111 U.S. internationally adoptive families with 185 South Korean adopted adolescents (55% female, M age = 17.75). During an observational assessment, families discussed the importance of their racial and ethnic differences, and adolescents completed a delinquent behavior questionnaire. Analysis of covariance showed differences in adolescent delinquent behavior across three ways adoptive families discussed racial and ethnic differences; adolescents whose families acknowledged differences had the fewest mean delinquent behaviors. There were no significant differences in delinquent behavior between adolescents whose families acknowledged or rejected the importance of racial and ethnic differences. However, adopted adolescents whose families held discrepant views of differences had significantly more problem behavior than adolescents whose families either acknowledged or rejected the importance of racial and ethnic differences. Clinicians, adoption professionals, and other parenting specialists should focus on building cohesive family identities about racial and ethnic differences, as discrepant views of differences are associated with the most adoptee delinquent behavior.
Collapse
Affiliation(s)
- Kayla N. Anderson
- Department of Family Social Science, University of Minnesota, 290 McNeal Hall, 1985 Buford Avenue, St. Paul, MN, USA 55108
| | - Richard M. Lee
- Department of Psychology, University of Minnesota, N218 Elliott Hall, 75 East River Road, Minneapolis, MN, USA 55455
| | - Martha A. Rueter
- Department of Family Social Science, University of Minnesota, 290 McNeal Hall, 1985 Buford Avenue, St. Paul, MN, USA 55108
| | - Oh Myo Kim
- Department of Psychology, University of Minnesota, N218 Elliott Hall, 75 East River Road, Minneapolis, MN, USA 55455
| |
Collapse
|
18
|
Links between patterns of racial socialization and discrimination experiences and psychological adjustment: A cluster analysis. J Adolesc 2014; 37:1011-20. [DOI: 10.1016/j.adolescence.2014.07.006] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2013] [Revised: 07/08/2014] [Accepted: 07/15/2014] [Indexed: 11/18/2022]
|
19
|
Abstract
Children join adoptive families through domestic adoption from the public child welfare system, infant adoption through private agencies, and international adoption. Each pathway presents distinctive developmental opportunities and challenges. Adopted children are at higher risk than the general population for problems with adaptation, especially externalizing, internalizing, and attention problems. This review moves beyond the field's emphasis on adoptee-nonadoptee differences to highlight biological and social processes that affect adaptation of adoptees across time. The experience of stress, whether prenatal, postnatal/preadoption, or during the adoption transition, can have significant impacts on the developing neuroendocrine system. These effects can contribute to problems with physical growth, brain development, and sleep, activating cascading effects on social, emotional, and cognitive development. Family processes involving contact between adoptive and birth family members, co-parenting in gay and lesbian adoptive families, and racial socialization in transracially adoptive families affect social development of adopted children into adulthood.
Collapse
Affiliation(s)
- Harold D Grotevant
- Department of Psychology, University of Massachusetts Amherst, Massachusetts 01003; ,
| | | |
Collapse
|