In this study, we examined identification and interest with birth country, perceived discrimination, and related issues through self-report in 69 adolescents adopted from Russia to Spain. The adolescents showed a high degree of interest in their birth country, and most of them considered that their birth country is a part of their identity. There were differences in birth-country related variables depending on how much adopted adolescents felt others perceived them as foreigners. Considering internationally adopted youth needs regarding their origins, even in traditionally considered “same-race” adoptions, is essential for supporting them in the path towards integrated identity development.

BACKGROUND:Internationally adopted children who suffered early institutionalization are at risk of a late onset of internalizing problems in adolescence. Both pre-adoption, adversity-related, and post-adoption factors predict variability in internalizing problems in this population. Previous studies have suggested different patterns of parent-adolescent informant discrepancies in adoptive dyadsMETHOD:We analyzed internalizing problems among 66 adolescents internationally adopted from Russia to Spanish families using both the parent- and self-report version of the Strengths and Difficulties Questionnaire and comparing them with a low-risk, community group (n = 30). We assessed pre-adoption and post-adoption factors and evaluated cross-informant discrepancies.RESULTS:Internationally adopted adolescents exhibited more internalizing problems by parent-report than community adolescents, but there were no differences by self-report. Adopted youth showed no discrepancies between parent and self-report, whereas community adolescents reported more internalizing symptoms than their parents. Pre-adoption adversity-related factors predicted parent-reported internalizing problems, while post-adoption factors predicted self-reported internalizing problems.CONCLUSIONS:Parent-adolescent informant discrepancies in adopted adolescents from Eastern Europe for internalizing symptoms were lower than in community adolescents. Both adversity-related factors and the lived experience of adoption may influence the development of internalizing symptoms in internationally adopted adolescents.

BACKGROUND:Little is known about bullying experienced by internationally adopted teens residing in Europe. OBJECTIVES:Within the framework of an international research effort involving several European countries, the main goal of this study was to explore the experiences of bullying victimization suffered by adopted adolescents, as well as its impact on their psychological adjustment. METHODS:The sample consisted of 199 adolescents born in Eastern European countries and adopted in France (n = 50), Italy (n = 59), Norway (n = 25) and Spain (n = 65). RESULTS:More than half of the adopted adolescents had been exposed to some form of peer victimization in the previous 2 months, with verbal harassment and social exclusion being the most common forms of victimization. Differences between receiving countries were not statistically significant, suggesting a common pattern for Eastern European adopted adolescents living in Western Europe. More frequent experiences of peer victimization were associated with more psychological difficulties among the adopted adolescents. CONCLUSIONS:Findings highlight that adopted adolescents might have considerable difficulties in social integration with peers; these experiences of peer victimization might play an important role hindering their psychosocial adjustment. The socioemotional development of adopted people is not only linked to their pre-adoptive experiences; factors in their daily lives (i.e., peer relationships) may also be associated with their psychological adjustment later in life. Interventions are needed to promote the real inclusion of these groups of children in their social and educational contexts.

The emerging adulthood of women adopted from China is understudied. This study aims to explore the search for origins and the adoptative and cultural identity among these girls, integrating these dimensions. A qualitative study based on grounded theory was conducted. A total of 31 young women (Mage = 21.4) participated in individual interviews. Regarding the search for origins, four categories emerged: no interest in the search for origins, initiation of the search for origins, the search for cultural origins and the search for family origins. Specifically, three-quarters of the sample initiated some form of search for family or cultural origins, with a particular emphasis on bonding with other adopted Asian girls. With respect to identity, the main categories were the preadoptive history, adoptive identity, cultural identity and ethnoracial identity. Some subcategories emerged such as the dichotomy between perceiving adoption as an act of love versus abandonment, and acceptance versus rejection of physical traits. It was more common to find girls with integrated adoptive identity and a Spanish cultural identity. Regarding the relationship between searches for origins and identity, we identified three groups, unexplored, controversial and constructed identity and origins, which ranged from no interest in the search for origins and desire for disengagement from China to the active search for origins, integrated adoptive identity or accepted ethnoracial identity. In conclusion, these results contribute to a comprehensive framework on the processes of origin search and identity construction during emerging adulthood. Significant topics emerge that should be addresses in future studies concerning the well-being of these women, such as the interpretation of adoption as abandonment or the desire for disengage from China.

Introduction: The extent and nature of SN among international adoptees at adolescence in different receiving countries (RC) has not been completely described, nor have differences between children of Eastern Europe (EE) and non-EE origin been fully assessed. Furthermore, the impact of SN on parent adoption satisfaction has not been systematically assessed or compared between RC.& nbsp;Aims: In 4 European RC (1) determine the prevalence and type of SN among internationally adopted adolescents, (2) compare these for children of EE and non-EE origin, (3) relate SN to mothers' adoption satisfaction. Methods: 685 mothers of internationally adopted adolescents in four different RC (France n = 246, Italy n = 322, Norway n = 60, Spain n = 57) completed on-line surveys including (a) child's medical, behavior, psychological, or school problems, (b) Pinderhughes' Adoption Satisfaction Questionnaire.& nbsp;Results: Mothers reported that 54% of the adolescents (58 %M, arrival age:53.53 +/- 40.35 months, current:14.98 +/- 1.70 years, 44% EE origin) had at least one SN. Learning disabilities were most common (40% of adolescents), followed by ADHD (30%), and medical issues (21%), but patterns differed by receiving country. Except for speech/language problems, the frequency of specific SN (developmental delay, attention deficit hyperactivity disorder [ADHD], behavior problems, learning disabilities, psychiatric issues, prenatal alcohol exposure) varied significantly between RC. The frequency of these conditions between children of EE and non-EE origin also varied by RC. Mothers' adoption satisfaction did not differ significantly between RC; the presence of ADHD, behavior and/or psychiatric problems consistently related to mothers' adoption satisfaction in all 4 RC. The relation to mothers' ASQ and the presence and number of SN was assessed by hierarchical linear regression, controlling for child demographic characteristics. Both the presence and number of SN negatively predicted mothers' adoption satisfaction. Child's age at adoption (and to a lesser extent, current age) also negatively predicted mothers' ASQ score.& nbsp;Conclusions: SN were relatively common among internationally adopted adolescents in 4 European RC, but the pattern of specific conditions and relationship to mothers' adoption satisfaction differed among RC. However, ADHD, behavioral and/or psychiatric problems consistently related to mothers' ASQ in all 4 RC. In regressions controlling for demographic characteristics, the presence of any SN and the number of SN related to mothers' adoption satisfaction. SN represent an additional stress on adoptive families; further work is needed to understand how differences in RC may impact post-adoption adjustment and experiences.

The aim of this study was to analyse the interpersonal relationships in the school context of children living in different care settings (adoptive families, residential care centres, birth families). Participants were 76 children between eight and fourteen years of age (M = 10.78,SD = 1.38), belonging to one of three groups: international adoptees, children living in residential care in Spanish institutions, and a comparison sample of Spanish children living with their birth families with no connection with child protection. Sociometric information was collected in the classroom of each child during school hours. Internationally adopted children from Russia showed considerable difficulties in their relationships with peers; they were more likely to be rejected and their peers described them as less prosocial and somewhat more aggressive. With a better sociometric position than the adoptees, children in residential care were rated by their peers as more aggressive and less prosocial than the normative population. Coordination and integrated work between the family, protection centres, schools, and other social services should be a strategic priority in the promotion of healthy social development in these groups of children.

In a previous study, Palacios et al. (2013) explored the social competence of international adoptees, institutionalized children and a community group of peers during early childhood, mean age 6.5 years. As reported by caregivers and teachers, institutionalized children were found to have lower social skills than children growing up in family contexts. This paper presents the longitudinal follow-up of these 3 groups of children at a mean age of 11 years, as well as between-group and cross-informant comparisons in the second wave of the study. Parents/caregivers and teachers rated the children's social skills, while their sociometric status was reported by teachers. Adoptive parents reported normative social skills in their children, while teachers offered a more negative view. Institutionalized children scored significantly lower than the community group, from caregivers' and teachers' perspectives. The probability of having a good friend was statistically similar in all 3 groups, although adoptees tended to have a more negative sociometric status. Compared with the previous data collection, teachers reported a significant decrease in social skills for the adopted group, while the social difficulties remained stable over time in the institutionalized group. This study highlights the importance of studying social competence from a developmental and multi-contextual perspective, especially among children exposed to experiences of early adversity. (c) 2021 The Author(s). Published by Elsevier Inc. This is an open access article under the CC BY-NC-ND license ( http://creativecommons.org/licenses/by-nc-nd/4.0/ )

While research into adopted children and their new families is abundant, studies exploring interactions in their relationship are more uncommon. Few studies have specifically analyzed the interactions between adoptive parents and adopted children. This work studies parent-child interaction in a sample of adoptive and non-adoptive dyads, as well as the relationships between attachment facilitating parental behaviors and parental reflective function in adoptive families. Through a co-construction task and an interview, 88 dyads were assessed. The data showed noteworthy similarities between the two groups and a significantly greater presence of some attachment facilitating behaviors in the adoptive dyads. Also, significant correlations were found between attachment facilitating parental behaviors, observed during parent-child interactions. Finally, a more positive parental reflective thinking about the adopted children and their relationship with them appeared to be associated with a higher number of attachment facilitating behaviors in the interaction.