Adoption Rationale for Annotated Bibliography Annotated Bibliography

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The authors draw a distinction between RAD and the attachment insecurity described by Ainsworth and Bowlby. Children who display the characteristics of RAD have broad problems with social development, rather than a problem with a specific caregiver. Another important distinction is that children with attachment insecurity have had opportunities to form discriminating relationships; children with RAD often have not. The authors call for future research to explore RAD in pre-school and school-age children, with attention to the nature of the neurobiological mechanisms that underlie the disorder.

Nelson, C. S, Bos, K., Gunnar, M.R., Sonuga-Barke, E.J.S. (2011). V. The neurobiological toll of early human deprivation. Monographs of the Society for Research in Child

Development 76(4), pp. 127-146.

Children raised in institutions often exhibit a variety of emotional and behavioral issues, including problems with attention, executive functioning and attachment. In some cases, their behavior can mimic autism. The extent and the severity of adoptees' disorders are affected, at least in part, by the age(s) at which the child was institutionalized. The authors reviewed the literature with respect to psychological and neurobiological affects of early institutional experiences. The authors believe that genetic make-up and pre-natal care are also important factors affecting the extent of an adopted child's difficulties.

Pignotti, M. (2011). Reactive attachment disorder and international adoption: A systematic synthesis. Scientific Review of Mental Health Practice 8(1), pp. 30-49.

Children adopted internationally are more likely to have spent time in an institution, such as an orphanage. The literature provides ample evidence supporting increased incidence of emotional and behavior disorders in children who were institutionalized in infancy and toddlerhood. These children often experienced multiple caregivers and because of this are at greater risk for reactive attachment disorder (RAD), putting them at risk for other emotional and behavioral problems.

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Pignotti found there were also significant numbers of children shown to be resilient despite early experiences of institutional neglect.

Simmel, C. (2007). Risk and protective factors contributing to the longitudinal psychosocial well-being of adopted foster children. Journal of Emotional & Behavioral Disorders

15(4), pp. 237-249.

Simmel reports on a longitudinal sample of adopted foster youth, exploring the relationship between early pre-adoption risk factors and subsequent emotional and behavioral issues. A total of 293 adopted foster children were part of the study; the author looked at short- and long-term psychosocial functioning two, four, and eight years after adoption. Risk factors, especially multiple caregivers, trauma (including sexual trauma) and early placement chaos, exacerbated problems related to genetics and pre- and post-natal care. Problems persisted as the adoptees moved from one age group to the next. The information in the study was based on parent reporting, and included confirmation by third parties (e.g., social workers, hospital records).

Wiik, K.L., Loman, M.M., Van Ryzin, M.J., Armstrong, J.M., Essex, M.J., Pollak, S.D.,

and Gunnar, M.R. (2011). Behavioral and emotional symptoms of post-

institutionalized children in middle childhood. Journal of Child Psychology & Psychiatry 52(1), pp. 56-63.

Research suggests that children adopted from institutions experience specific learning and emotional difficulties. The study by Wiik et al. compared two groups of eight- to eleven-year-old children, one group comprised of non-adopted children and the other group comprised of children internationally adopted from foster care. The results indicated increased levels of Attention Deficit Hyperactivity Disorder (ADHD) in the group of adoptees, who also had higher reported levels of externalizing symptoms. The researchers concluded that, at least in middle childhood, adoptees differ from non-adopted peers......

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