Contributions of parenting and family factors to the cognitive catch -up and behavioral improvements of internationally adopted children

Jennifer Margaret Katzenstein, Purdue University

Abstract

Internationally adopted children are at a greater risk for cognitive and behavioral problems largely due to pre-adoptive histories that frequently involve neglect, malnutrition, high turnover of caregivers, and related consequences of institutionalization. Attachment problems may arise as a result of these experiences, presenting additional challenges to adoptive parents. While age at adoption is an established significant predictor of cognitive and behavioral outcomes (with infants adopted prior to 6 months experiencing the fewest problems), considerable variation in catch-up persists even for children adopted very young. The present study focused on whether parenting and family factors might help to explain some of the variance in cognitive and behavioral changes in early childhood. In total, 42 children were examined at 2 time points, the first time 5-14 months after adoption into the United States and a second time 12-months later. This study is unique in that enrolled children were examined shortly after being adopted into the United States and were relatively young at the time of adoption (ranging from 5 to 27 months). Cognitive and linguistic abilities were examined at both time points, attachment security was assessed at baseline, and behavior problems were assessed at 12-month follow-up. Parenting and family factors were examined at follow-up. Hierarchical linear regression was used for hypothesis testing. Age at adoption and baseline cognitive abilities were the best predictors of cognitive and linguistic catch-up in this sample; parenting and family factors generally did not account for a significant increase in explained variance. Attachment security at baseline was the best predictor of behavior problems at follow-up. Both perceived parenting stress (related to the child) and degree of family mastery were significant independent predictors of behavior problems. Results from this study help to extend our current knowledge of cognitive and linguistic catch-up in IA children, as well as the behavior problems that may occur after these children have been in the United States for a relatively short period of time. Future research should address potential transactional relations among the variables, particularly how parenting and family factors can be influenced by the behavior problems of the IA child.

Degree

Ph.D.

Advisors

Johnson, Purdue University.

Subject Area

Developmental psychology

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