Adoption Addressed in Education & Psychology
The lecture presented by Professor Steele on attachment theory within family systems and developmental psychology, alongside my past work experience as an intern for the State of New Jersey Department of Children and Families, sparked a curiosity for me about the relationship between adoption and a child’s development. Psychologists and educators have recently studied this topic, adoption, and foster care adoption, with the objective of providing an understanding of the connection between the child being adopted and their development in early childhood.
As we learned in class and with the readings, there have been many studies that specifically focus on how experiences in early life can greatly impact the development in early childhood. This is extremely beneficial for psychologists as well as educators and teachers to understand, with the work they do. Overall, individuals in these clinical professions need to have an understanding of the potential impact adoption can have on a child and be prepared to sensitively address this as well as address the different types of family structures when working with families and children.
Researchers from the University of Minnesota collaborated on a study that focused on the potential impact early experiences can have on a child who was adopted and it replicated a past study. In 2001, there was a study that said that ADHD symptomology increased and a lower IQ was reported in internationally adopted (IA) children (Doom, Georgieff, & Gunnar, 2015; Kreppner, O’Connor & Rutter, 2001). The results were shown through testing the relationship between the children’s iron levels when they were adopted to ADHD symptoms and lower IQ. The results showed that the lower the child’s iron levels, the greater the ADHD symptoms and lower IQ the child had. This is one example that early experiences of a child who was adopted internationally, specifically who was once in institutional care, have an impact on their development.
Secondly, Megan M. Julian from the University of Pittsburg explored how early childhood experiences continued to impact children in later years. She studied children who were adopted from institutional care and observed them years later after being in an adoptive home. In the study the author wrote, “Children adopted after 12 months of age are less securely attached to their parents than non-adopted children (d = 0.80; van den Dries et al. 2009). However, these attachment issues decrease as years go on” (Julian 2013). This issue of attachment at a young age affects the child’s social and behavioral development in early childhood because if they haven’t formed a full trust to a parent, it is hard for the child to do so with a peer their age. It is also important to note that the younger the child was when they left institutional care, the less likely those effects will last long into childhood.
It is very important that all teachers, psychologists, etc. understand this concept, so they can properly address families and children. Researchers from the University of Iowa and Denver University wrote and conducted a study that evaluated what foster adoptive parents felt the meaning of “adoption” was. They found that the two meanings were how adoption is commonly understood as the best method to become parents, second to biological reproduction and how adoption helps children in early childhood overcome adversity and provides children in need with homes, families, and care (Baxter, Suter, Thomas, & Seurer. 2015). For example, if a teacher understands this, then teachers can appropriately talk with parents at school meetings and at parent-teacher conferences about family structure.
Also, teachers and therapists need to be able to communicate about different family structures, including adoption in their classrooms. A teacher or therapist can do this is through using materials children’s literature about adoption. This is a good way to lead into a sensitive discussion or activity for the students to learn about this topic. The article, “Modern Family: Adoption and Foster Care in Children’s Literature” said, “The child who has been adopted or placed in foster care may find that others do not readily recognize or understand his or her feelings”(Meese 2012). Teaching children about adoption from a young age and providing children with that exposure can educate children on different kinds of family structures and can allow children who have been adopted to feel more connected to others and be validated in their experience. Overall, I think the connection between child development, attachment theory, and adoption is an important one to be educated on, especially for psychologists, educators, etc.
References:
Baxter, L. A., Suter, E. A., Thomas, L. J., & Seurer, L. M. (2015). The dialogic construction of ‘adoption’ in online foster adoption narratives. Journal Of Family Communication, 15(3), 193–213.
Doom, J. R., Georgieff, M. K., & Gunnar, M. R. (2015). Institutional Care and Iron Deficiency Increase ADHD Symptomology and Lower IQ 2.5–5 Years Post-Adoption. Developmental Science, 18(3), 484–494
Julian, M. M. (2013). Age at adoption from institutional care as a window into the lasting effects of early experiences. Clinical Child and Family Psychology Review, 16(2), 101–45.
Meese, R. L. (2012). Modern Family: Adoption and Foster Care in Children’s Literature. Reading Teacher, 66(2), 129–137.
