Adoption in Clinical Psychology: A Review of the Absence, Ramifications, and Recommendations for Change

Practicing clinical psychologists reported that 5 to 10% of their patients are adoption triad members (Sass & Henderson, 1999) and yet recent studies concluded that the majority of psychologists are not being taught about adoption-related issues in their preservice raining (Post, 1999; Sass & Henderson, 1999). This article discusses the need for training on adoption in the context of the APA Guidelines and Principles for Accreditation of Programs in Professional Psychology; Domain D, which states that programs must provide students with relative knowledge and experiences about the role of cultural and individual diversity in psychological phenomenon as they relate to the science and practice of professional psychology (1996, p. 15), the omission of adoption from curricula, and potential ramifications of this absence.     

Adoption Issues: Preparation of Psychologists and an Evaluation of the Need for Continuing Education

This study is an investigation ofthe level ofpreparation psychologists have in dealing with adoption issues and an assessment of the need for further education in treating triad members. A questionnaire was mailed to 497psychologists randomly selectedfrom the National Register of Health Service Providers in Psychology who received doctoral degrees between the years of 1990 and 1996. Two hundred and ten psychologists, all ofwhom were currently treating clients, participated in the study. Psychologists completed a Likert rating of their sense of preparation to treat triad members. The largest group (51%) rated themselves as “Somewhat prepared,” with the second largest group (23%) rating themselves as “Not very prepared.” Ninety percent reported they needed more education in adoption, and 81% reported interest in taking a continuing education course in adoption. Of the 210 participants, only 67 reported taking courses that dealt with adoption as part oftheirformal education. Of those psychologists who reported taking courses that involved adoption, they averaged only 1.3 courses during their undergraduate education, and 1.5 courses during graduate education, while the remaining 143 psychologists received no education in this area. When one considers the proportion oftriad members seen clinically, this study suggests psychologists need more education and background information about the effects ofthe adoption process.     

Direct and modifying influences of selected risk factors on children's pre-adoption functioning and post-adoption adjustment

Child adoption outcomes are influenced by child's behavior and parents' expectations (Haugaard & Hazan, 2003). Pre-adoption risk factors, such as prenatal alcohol, tobacco and/or other drug (ATOD) exposure, male sex, sexual abuse, and multiple out-of-home placements have been linked to increased externalizing (acting out) behaviors that are difficult to manage and are most closely associated with adoption disruption (Barth, 1991, 2001 Rosenthal & Groze, 1991; Smith & Howard, 1999). However, adoption researchers have found that positive outcomes (fewer externalizing behaviors) are possible for children who have been exposed to pre-adoption risk factors, suggesting that adoptive families provide protective environments that allow healing (Barth, 1991, 1993; Barth & Brooks, 2000). The current study sought to increase understanding of the influence of these pre-adoption risk factors on adoption outcome with attention to the influence of prenatal alcohol, tobacco, and/or other drug (ATOD) exposure. Results indicated that pre-adoption functioning was significantly influenced by prenatal ATOD exposure, but post-adoption adjustment was not. Structural equation modeling then was used to analyze both the direct and moderating influences of the identified risk factors on the relationship between the child's pre-adoption functioning and post-adoption adjustment. Negative influences of the risk factors on the child's externalizing behavior, individually and additively, in both direct effects and moderation analyses, were not found, with one exception. The only model to have a statistically significant effect was the moderation analysis containing the interaction of all four risk factors. Child development, child welfare, addiction professionals, and adoptive families will find this information to be of value in their quest to facilitate successful adoptions and growth of healthy children and families.     

Relationship-building by Chinese ENGOs’ websites: Education,not activation

This study extends previous public relations research that has evaluated how the websites of Northern NGOs facilitate relationship-building (Taylor, Kent, & White, 2001), affect the media agenda (Reber & Kim, 2006), and gather and disseminate information about civil society activities (Brophy & Halpin, 1999). The study explores the relationship-building functions of Chinese ENGOs. The content analysis suggests that Chinese ENGOs’ websites reflect the realities of activism in China. They provide information to members, the public, and the media but these organizations do little to organize their publics to participate in environmental social movements. The findings provide a picture of the early years of the Chinese environmental movement and the use of the Internet in their public relations and advocacy.     

Adoption Issues: Preparation of Psychologists and an Evaluation of the Need for Continuing Education

This study is an investigation of the level of preparation psychologists have in dealing with adoption issues and an assessment of the need for further education in treating triad members. A questionnaire was mailed to 497 psychologists randomly selected from the National Register of Health Service Providers in Psychology who received doctoral degrees between the years of 1990 and 1996. Two hundred and ten psychologists, all of whom were currently treating clients, participated in the study. Psychologists completed a Likert rating of their sense of preparation to treat triad members. The largest group (51%) rated themselves as Somewhat prepared, with the second largest group (23%) rating themselves as Not very prepared. Ninety percent reported they needed more education in adoption, and 81% reported interest in taking a continuing education course in adoption. Of the 210 participants, only 67 reported taking courses that dealt with adoption as part of their formal education. Of those psychologists who reported taking courses that involved adoption, they averaged only 1.3 courses during their undergraduate education, and 1.5 courses during graduate education, while the remaining 143 psychologists received no education in this area. When one considers the proportion of triad members seen clinically, this study suggests psychologists need more education and background information about the effects of the adoption process.     

Kinship Care Providers: Designing an Array of Supportive Services

Kinship care, the placement of children with their relatives, has become an integral part of the child welfare system in the United States. It is also becoming a more established way of meeting the needs of children in care in other western countries (Greeff, 1999). However, kinship care did not emerge as a child welfare issue until the late 1980s, and only recently has it become a part of the formalized system for out-of-home care (Hegar & Scannapieco, 1995). Since that time, many states have come to rely more heavily on placements with relatives to meet the needs of children removed from parental custody. For example, California has placed approximately 51% of the foster care population in kinship care, while Illinois has placed 55% (GAO, 1999).Discussion about the reasons for the increases in kinship care has been widespread (Brooks & Barth, 1998; Gleeson, 1999; Harvey, 1999; Hegar & Scannapieco, 2000). Regardless of the impetus behind the increased use of kinship care, states must now incorporate kinship foster care into the traditional foster care system in order to qualify them for federal funding (O'Laughlin, 1998). The Personal Responsibility and Work Opportunity Reconciliation Act of 1996 amended federal law to require that states give priority to relatives when deciding with whom to place children who are in the foster care system (GAO, 1999).The apparent paradigm shift from traditional foster parents to kinship care parents (Hegar, 1999) requires that agencies use both different approaches to assessment (Scannapieco & Hegar, 1996) and provide different types of intervention and services. Adapting placement services to the needs of kinship care providers is the focus of this article.     

Ecological Invalidity of Existing Gaydar Research: In-Lab Accuracy Translates to Real-World Inaccuracy: Response to Rule,Johnson, & Freeman (2016)

In recent years, several empirical studies have claimed to provide evidence in support of the popular folk notion that people possess “gaydar” that enables them to accurately identify who is gay or lesbian (Rule, Johnson, & Freeman, 2016). This conclusion is limited to artificial lab settings, however, and when translated to real-world settings this work itself provides evidence that people’s judgments about who is gay/lesbian are not pragmatically accurate. We also briefly review evidence related to the consequences of perpetuating the idea of gaydar (i.e., “the gaydar myth”). Although past claims about accurate orientation perception are misleading, the work that gave rise to those claims can nevertheless inform the literature in meaningful ways. We offer some recommendations for how the evidence in past “gaydar” research can be reappraised to inform our understanding of social perception and group similarities/differences.     

Parent perspectives on adoption preparation: Findings from the Modern Adoptive Families project

Preparing prospective adoptive parents for receiving a child into their family is an important task for child and family professionals. This study uses data from the recent Modern Adoptive Families survey to understand parent perspectives on their preparation for adoption. Logistic regression (n = 917) and qualitative thematic analysis of adoptive parents' comments about their adoption preparation were conducted to understand aspects of the preparatory experience that were satisfactory (n = 623) or dissatisfactory (n = 283). Child emotional and behavioral problems significantly predicted parent dissatisfaction with adoption preparation. Major themes for satisfactory aspects of preadoption services included receiving information about adoption in general and, more specifically, about clinical and special populations, and parenting tools and strategies. In addition, parents identified opportunities to connect with others touched by adoption and access to specialized post-adoption services as helpful. Conversely, parents expressed dissatisfaction when information was lacking or withheld, when they had quality concerns with the worker or agency, and when there was a dearth of services and supports following adoption. Implications of these findings include the need for adoption mental health competent training for adoption professionals to better support families preparing for or experiencing adoption.     

Psychologists' Practices Compared to the Expectations of Family Law Judges and Attorneys in Child Custody Cases

Abstract

Three recent studies have explored the practices of psychologists (Ackerman & Ackerman, 1997), family law judges' expectations (Ackerman & Steffen, 2001), and family law attorneys' expectations (Ackerman & Kelley-Poulos, 2001) in child custody cases. This study compares psychologists' practices with judges' and attorneys' expectations as previously reported in the above studies. Similarities and differences among the groups are analyzed and discussed. Psychologists, judges, and attorneys are more alike than different in their practices, with notable exceptions reported. Implications for interpretation and recommendations in child custody cases are discussed.     

Contributing Factors of Adult Adoptees’ Identity Work and Self-Esteem: Family Communication Patterns and Adoption-Specific Communication

Drawing from family communication patterns (FCP) theory and the communication-based conceptual model of adoptive identity work (Colaner & Soliz, 2015), we investigated the ways that families’ adoption-focused communication and general communication environment predict identity work and self-esteem in adult adoptees (n = 143). Specifically, we tested the assumption that FCP (i.e., conversation and conformity orientation) serve as a backdrop for adoption communication openness and adoptive identity work. Structural equation modeling revealed that conversation orientation—but not conformity orientation—significantly predicted adoptive parents’ communicated openness about adoption. Adoption communication openness negatively predicted adoptees’ preoccupation with adoption. Indirect paths between conversation orientation, adoption communication openness, and adoptive identity and self-esteem illuminated the importance of the general communication environment on adoption outcomes. Implications are explored for expanding understanding of adoptive family communication and advancing FCP theory by testing its nature as a context-specific and/or global assessment of family communication.     

Response to Amundson,Lux and Hindmarch: Critique of Investigative Practices Article

ABSTRACT

This article responds to a commentary by Amundson, Lux and Hindmarch (2005), in which they offer a pejorative criticism about our article (Austin & Kirkpatrick, 2004) in which we described the investigative component within comprehensive child custody evaluations–something they label as “maximalist” evaluations and contrast with a model they prefer called the “minimalist” approach. We believe our approach to custody evaluations is in keeping with the current standard of practice and professional guidelines.     

Adoption Competent Clinical Practice: Defining Its Meaning and Development

The need for adoption competent mental health services has been well documented. However, the term “adoption-competent” has lacked a standardized, broadly accepted definition. This article reports findings from two related studies. The first examines how adoption competencies are demonstrated in practice by clinicians participating in an evidence-informed adoption competency training program. The second is an online survey designed to determine whether members of adoption kinship networks agree with a definition of an adoption competent mental health professional developed by experts. Both studies contribute to our understanding of what constitutes “adoption competent” clinical practice.     

Behavior problems and attachment in adopted and non-adopted adolescents

Many studies have shown that adopted adolescents present more behavioral problems than non-adopted adolescents do. However, few studies have been published about national adoption in South America, even though this is the most common type of adoption in these countries. The goal of this study was to examine the differences in behavioral problems between nationally adopted and non-adopted adolescents (using Achenbach's Child Behavior Check-list (CBCL) and the Youth Self Report (YSR)), as well as to examine the relationship between behavioral problems and attachment style in adolescents. Participants: 25 adolescents adopted at the age of 6 months or older and 25 non-adopted adolescents. Results: No significant differences were found between groups in terms of behavioral problems. Adolescents adopted at a later age presented more “social problems” than those who were adopted earlier on. Even though the adopted adolescents presented more insecure attachment, there were no significant differences between groups in terms of behavioral problems and attachment style. There was a significant interaction between adoption and attachment on the Thought Problems scale of the YSR, with the non-adopted/insecure adolescents scoring higher. Possible interpretations of these results are presented in the discussion. In general, the adopted adolescents were not significantly different from the adolescents who grew up with their birth families. Furthermore, adoption within the first two years of life may represent a protective factor against “social problems” during adolescence. These findings may contribute to the de-stigmatization of adoption and a move away from the idea that adopted adolescents are “difficult”.     

A Review of: “Psychology of Orphaned Children”

For many years, intercountry adoption (ICA) in the United Kingdom was an unregulated, “tolerated” practice which was neither scrutinized nor supported to the degree of domestic adoption. Since 1999, legislative changes have sought to place ICA on equal footing with domestic adoption. This article addresses the extent to which this objective has been achieved through an examination of post-placement support practices and parents’ experiences, preferences, and expectations of support services. The findings of this study indicate that a less proactive, inclusive approach, limitations of professional knowledge and experience, the lack of appropriate services, and families’ support preferences contribute to the persistence of a “two-tier service.”     

Developmental,Familial, and Peer Deterrents to Adoption Placement

ABSTRACT

This article focuses on the developmental, familial and peer deterrents that form barriers to adoption placement among teen mothers in a residential facility. An Eriksonian developmental model is used to explore developmental issues of identity, projective identification, and industry among teens. The findings suggest that family “cutoffs” and “re-admissions” also serve as deterrents to adoption placement. Additionally, peer pressure from residents of the facility form barriers to adoption placement. Teen mothers express how they were deterred from adoption placement and constrained into child-rearing as pregnancy resolution strategies. This qualitative study gives family therapy interventions as suggestions to facilitate adoption placement through addressing the constraints teen mothers face.     

The Impact of Openness on Adoption Agency Practices

ABSTRACT

This article reports the results of a longitudinal study of the changing openness-related practices of private U.S. adoption agencies. Staff from private adoption agencies were interviewed at three points in time, in 1987–89, 1993, and 1999, about their current practices and attitudes regarding openness in adoption and any changes that may have taken place since the previous interview. From 1993 to 1999 agencies continued a trend toward offering and encouraging more open adoptions. During this period fully disclosed arrangements became more common and had the greatest growth since 1987, while confidential adoptions continued to decrease in frequency. Mediated adoptions remain the predominant arrangements. Changes in the adoption options offered by the agencies at all three time periods have been driven primarily by the demands of the birthmother for greater openness. However, by final data collection in 1999, most agencies in this sample changed from viewing the birthmother as their primary client to viewing the adopted child as their primary client. Implications for agency practices are discussed.     

Training for Transracial Adoptive Parents by Public and Private Adoption Agencies

ABSTRACT

Social work literature strongly suggests that parents who adopt across race need specialized training to develop cultural competence in order to help their children develop positive racial identity and survival skills for life in a multicultural society. None-the-less, there is little documentation of agency training for transracial adoptive parents. The purpose of this study is to describe aspects of training provided to transracial adoptive parents by public and private adoption agencies in the United States. Utilizing a survey with a random sample of public and private agencies, results (n = 195) indicate that about half of the agencies that facilitate transracial adoption provide relevant training. Implications for social work practice and research are discussed.     

Evaluating the use of assessment paradigms for preventive interventions: A review of the Triple P — Positive Parenting Program

Public interest and research literature on preventive interventions have grown exponentially in the last three decades (O'Connell, Boat, & Warner, 2009), and the accountability of preventive interventions has come to the forefront of research as stakeholders and consumers increasingly require evidence to support prevention practices (Biglan, Mrazek, Carnine, & Flay, 2003; Flay et al., 2005; Wandersman & Florin, 2003; Weissberg, Kumpfer, & Seligman, 2003). A major goal for preventive interventions is to provide evidence that observed individual and community-level outcomes are a result of the intervention (Glass et al., 2013; Gottfredson et al., 2015). However, preventive interventions require the use of unique assessment methodology to establish evidence supporting the intervention. The present paper seeks to: 1) identify measurement issues within preventive models, 2) examine the interface of theory and practice in evaluating outcomes, and 3) review the implementation of an assessment paradigm in establishing support for a leading preventive intervention.The scope of the paper is limited to preventive interventions for children at risk for psychosocial problems and child maltreatment. A selected parent training model, the Triple P — Positive Parenting Program (Triple P; Sanders, 1999) is highlighted because it has emerged as a leader in the use of a rigorous, multi-level, prevention-focused assessment methodology. This paper adds to the extant literature by providing a theoretical review of assessment within preventive interventions and reviewing the Triple P approach to implementing this methodology successfully. Future directions are discussed.