genetics, families, & social development: the important contributions of adoptive families...

Genetics, Families, & Social Development: The Important Contributions of Adoptive Families

Half-Day Conference for Adoptive Families and Professionals

Spence-ChapinNew York

April 18, 2008

Jenae Neiderhiser, Ph.D.The Pennsylvania State University

Leslie Leve, Ph.D.Oregon Social Learning Center

Workshop OutlineWorkshop Outline

I.I. Overview of GeneticsOverview of Genetics

II.II. Description of the Early Growth & Description of the Early Growth & Development Study (and family of studies)Development Study (and family of studies)

III.III. Early Results from EGDSEarly Results from EGDS

IV.IV. Implications for Prevention and Services for Implications for Prevention and Services for Adoptive FamiliesAdoptive Families

I. Overview of GeneticsI. Overview of Genetics

Developmental Behavior GeneticsDevelopmental Behavior Genetics

Behavior geneticsBehavior genetics: : Exploration of the Exploration of the potentialpotential influence of genes and experience upon a behaviorinfluence of genes and experience upon a behavior

FocusFocus: : Individual differences & the similarity Individual differences & the similarity (covariance) of relatives(covariance) of relatives

Research StrategiesResearch Strategies: : Twin studies, Family studies, & Twin studies, Family studies, & Adoption studies (and combinations)Adoption studies (and combinations)

Individual Differences: Concerned with differences among individuals within a population

e.g. How does antisocial behavior differ in a population of teenagers?

Group Differences: Concerned with differences between groups within a population

e.g. How do teenage boys and girls differ for antisocial behavior?

Estimating genetic & Estimating genetic & environmental influences environmental influences

Examine Examine family members family members who differ in degree of who differ in degree of genetic relatednessgenetic relatedness identical twins, fraternal twins, parent-biological identical twins, fraternal twins, parent-biological

child, adoptive parent-adopted childchild, adoptive parent-adopted child

Compare similarity Compare similarity in family members in family members (correlations) (correlations)

Genetic influencesGenetic influences Indicated by increased similarity for increased genetic Indicated by increased similarity for increased genetic

relatednessrelatedness MZ twins > DZ twins > adopted siblingsMZ twins > DZ twins > adopted siblings

Shared environmental influencesShared environmental influences Indicated by within-family similarityIndicated by within-family similarity ANY similarity in adopted siblings or between adopted ANY similarity in adopted siblings or between adopted

children & their adoptive parentschildren & their adoptive parents

Nonshared environmental influencesNonshared environmental influences Indicated by differences in family membersIndicated by differences in family members ANY differences between MZ twinsANY differences between MZ twins

Covariance of RelativesCovariance of Relatives

G Es En

Identical Twins 1.0 1.0 0

Fraternal Twins .50 1.0 0

Full Siblings .50 1.0 0

Adoptive Siblings 0 1.0 0

Birth Parent-Child .50 0 0

Adoptive Parent-Child 0 1.0 0

Heritability: Proportion of total variance that can be explained by genetic differences in individuals in that population

Environmentality: Proportion of total variance that can be explained by nongenetic (environmental) differences in individuals in that population

Shared environment – all nongenetic influences that make family members similar to one another

Nonshared environment – all nongenetic influences that make family members different from one another

Important Points about genetic and environmental influences

Heritability does not equal immutability – it can be changed and modified by the environment

Heritability can, and does, change over time

There is a large amount of variation that is not due to genetic factors

“Genetic influence” on a phenotype does not imply: -the environment is unimportant-genetic determinism, or even a close

relationship between genes & behavior

Environmental influences are all nongenetic influences that contribute to individual differences

May include: prenatal effects, environmental influences on DNA, traditional environmental factors (parenting, neighborhood, SES, etc.)

Patterns of Genetic & Environmental Patterns of Genetic & Environmental Influences Influences

Wide range of behaviors have been examined Wide range of behaviors have been examined across the lifespanacross the lifespan Physical characteristics (height/weight)Physical characteristics (height/weight) Personality & temperamentPersonality & temperament Mental health & psychopathologyMental health & psychopathology Social relationships & behaviorSocial relationships & behavior

Sample Twin CorrelationsSample Twin Correlations

0

0.2

0.4

0.6

0.8

1

Height Weight

MZ DZ

Genetic and Environmental Influences on Genetic and Environmental Influences on Psychological TraitsPsychological Traits

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Extraversion

IQ @ 5 yrs

IQ @ 10 yrs

IQ @ 18 yrs

Major Depression

Religiousness

Specific Religion

ACE

Genetic and Environmental Influences on Genetic and Environmental Influences on Interpersonal RelationshipsInterpersonal Relationships

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Peer GroupDelinquency

Marital Conflict aboutChildren

Sibling Conflict

Parental Monitoring

Parental Negativity

Parental Positivity

A

C

E

General patterns of genetic & environmental General patterns of genetic & environmental influences on interpersonal relationships most influences on interpersonal relationships most salient for children & adolescentssalient for children & adolescents

ParentingParenting Warmth/Support & Conflict/NegativityWarmth/Support & Conflict/Negativity

Tend to show Tend to show genetic influencesgenetic influences Monitoring & Control Monitoring & Control

Tend to show Tend to show shared environmental shared environmental influencesinfluences

Sibling relationshipsSibling relationships Mostly reciprocal in nature Mostly reciprocal in nature due to due to shared shared

environmental influencesenvironmental influences

Peer relationshipsPeer relationships Vary by construct, generally due to Vary by construct, generally due to genetic & genetic &

shared environmental influencesshared environmental influences

How can we understand genetic influences on How can we understand genetic influences on “environmental” measures and interpersonal “environmental” measures and interpersonal

relationships?relationships?

Passive Genotype-Environment Correlation

Parent Temperament

Parenting Behavior and/or Parent-Child Relationship

GP

Gc

.50

How can we understand genetic influences on How can we understand genetic influences on “environmental” measures and interpersonal “environmental” measures and interpersonal

relationships?relationships?

Evocative Genotype-Environment Correlations

parent influences

child evokes

Parental CONFLICT/NEG

FAMILY EFFECTS

Child behavioral CHARACTERISTICS

CHILD EFFECTS

GC

Direction of effects:

Child to parent (evocative rGE)

Parent to child (passive rGE or E)

What are the mechanisms of the environment’s influence on child outcomes?

Why do we care? Why do we care?

Mechanisms of ParentingMechanisms of Parenting

Parenting behavior

Parent’s characteristics

Contextual factors

Child’s characteristics

Passive GE Correlation

Evocative GE Correlation

Gp Gc

Nonshared Environment in Adolescent Development Project (NEAD)

Reiss, Hetherington, Plomin (PIs of T1 & T2), Neiderhiser (PI T3)

2 family types: nondivorced & step families5 sibling types: MZ & DZ twins, full, half, step

Time 2 AssessmentN=384 families Age range 13-21

Twin/Offspring Study in SwedenTwin/Offspring Study in Sweden

909 pairs of twin families909 pairs of twin families 350 pairs of 350 pairs of twin fathers (128 twin fathers (128

MZ; 183 DZ)MZ; 183 DZ) 559 pairs of 559 pairs of twin mothers (254 twin mothers (254

MZ; 285 DZ)MZ; 285 DZ) 1 adolescent child/family (11-1 adolescent child/family (11-

22 yrs)22 yrs) Cousin pairsCousin pairs w/in 4 years of age w/in 4 years of age Same sexSame sex cousin pairs (49% cousin pairs (49%

boys)boys) Spouse/other parentSpouse/other parent

Cohabitating for at least 5 yearsCohabitating for at least 5 years Over 90% of spouses are Over 90% of spouses are

biological parent of childbiological parent of child

NEAD and TOSS DesignsNEAD and TOSS Designs

Spouse 2Twin Parent 1

NEAD

Twin Parent 2

Spouse 1

Child of Twin 1

Child of Twin 2

Child 1 Child 2

TOSS

Mom Dad

1.0=MZ twins; .50=DZ twins & full siblings; .25=half

siblings; 0=step siblings

1.0=MZ twin parents; .50=DZ twin

parents

.25=children of MZ twin parents; .125=children of

DZ twin parents

Parenting: GE Correlation Parenting: GE Correlation

0% 20% 40% 60% 80% 100%

Negativity - TOSS

Negativity - NEAD

Positivity - TOSS

Positivity - NEAD

Negativity - TOSS

Negativity - NEAD

Positivity - TOSS

Positivity - NEAD

GEsEn

Mostly Evocative GE Correlation

Evocative & Passive GE Correlation

Passive & Evocative GE Correlation

Passive & Evocative GE Correlation

Fat

herin

gM

othe

ring

Evidence for Evocative GE Evidence for Evocative GE Correlation: Adopted Adolescents Correlation: Adopted Adolescents and Adoptive Parentsand Adoptive Parents

Marital Warmth

PsychiatricDisorders

Mother’s Discipline

Antisocial/Hostile Beh.

-.46*

.48*

.31*

.44*-.05

Adoptive Parents

Birth Parents

Adoptive Mother

Adopted Child

from Ge et al., 1996

Average negative control by adoptive Average negative control by adoptive parents of children whose birth parents of children whose birth mothers were antisocial (at risk) or not mothers were antisocial (at risk) or not

20

22

24

26

28

30

32

7 9 10 11 12

at-risk

not at-risk

Age (in years)

from O’Connor et al., 1998

Gene-environment InterplayGene-environment Interplay

Two typesTwo types Genotype – environment correlationGenotype – environment correlation Genotype x environment interactionGenotype x environment interaction

Genotype x environment interactionGenotype x environment interaction BOTH genetic factors & environmental BOTH genetic factors & environmental

factors (typically risk) are required for a factors (typically risk) are required for a specific outcomespecific outcome

For example…For example…

Antisocial personality inbirth parent

No antisocial personality inbirth parent

Adverse Adoptive Home Environment Factors(adoptive parent marital or legal problems or psychiatric d/o)

Nu

mb

er

of

child

ho

od

a

gg

res

sio

n s

ym

pto

ms

Interaction of genetic influence and familycharacteristics in childhood aggression

(Cadoret, 1995)

Favorable Unfavorable

Thanks to the research teams that make Thanks to the research teams that make this work possiblethis work possible

NEADNEAD Robert Plomin (IoP)Robert Plomin (IoP) David Reiss (GWU)David Reiss (GWU) E. Mavis Hetherington (UVA)E. Mavis Hetherington (UVA) Mark Feinberg (PSU)Mark Feinberg (PSU) Erica Spotts (NIA)Erica Spotts (NIA) Dean Hamer (NCI)Dean Hamer (NCI) Jody Ganiban (GWU)Jody Ganiban (GWU) Rich Rende (Brown)Rich Rende (Brown) many other students & many other students &

postdocspostdocs

R01s MH43373, MH48825, & R01s MH43373, MH48825, & MH59014 & the William T. MH59014 & the William T. Grant FoundationGrant Foundation

TOSSTOSS Paul Lichtenstein (KI)Paul Lichtenstein (KI) David Reiss (GWU)David Reiss (GWU) Nancy Pedersen (KI)Nancy Pedersen (KI) Jody Ganiban (GWU)Jody Ganiban (GWU) Erica Spotts (NIA)Erica Spotts (NIA) Suzanne Haddad (GWU)Suzanne Haddad (GWU) Jurgita Naruyste (KI)Jurgita Naruyste (KI) Jennifer Ulbricht (GWU)Jennifer Ulbricht (GWU) Lennart Martinnson (KI)Lennart Martinnson (KI) Elias Ericksson (Göteborgs Elias Ericksson (Göteborgs

Universitet)Universitet)

R01MH54601 & Riksbankens R01MH54601 & Riksbankens Jubieleumsfond (DNA Jubieleumsfond (DNA collection & genotyping)collection & genotyping)

II. Early Growth and Development StudyII. Early Growth and Development Study 560 domestic adoption placements to non-560 domestic adoption placements to non-

relative families (360 in EGDS-Toddler and relative families (360 in EGDS-Toddler and 200 in EGDS-Phase 2)200 in EGDS-Phase 2)

Adoption occurred within 3 mo. post-Adoption occurred within 3 mo. post-partumpartum

Infant free of major medical problemsInfant free of major medical problems 3 major assessments3 major assessments for birth parents and for birth parents and

6 major assessments6 major assessments for adoptive families for adoptive families spanning infancy through 1st grade spanning infancy through 1st grade (EGDS-School)(EGDS-School)

Multimethod, multiagent approachMultimethod, multiagent approach

Early Growth and Development StudyEarly Growth and Development Study 9 mo, 18 mo & 27 9 mo, 18 mo & 27

mo in-person mo in-person assessment of assessment of adoptive familiesadoptive families

3-6 mo & 18 mo in-3-6 mo & 18 mo in-person assessment person assessment for birth parentsfor birth parents

Multimethod, Multimethod, multiagent multiagent approachapproach

Yoked Adoption Unit: Yoked Adoption Unit:

• Birth mother/birth father, Birth mother/birth father, adoptive mother/father, adoptive mother/father, & adopted child& adopted child

EGDS study designEGDS study design

AC

BM BF AM AF

EGDS Family of StudiesEGDS Family of StudiesEGDS-Toddler (PI: Reiss)

Sept 2002- Aug 2007

n = 360 yoked adoption units

parenting, context, externalizing, internalizing,

social competence, birth parent characteristics

EGDS-Phase 2 (PI: Neiderhiser)Sept 2007 – May 2012

n = 200 NEW + 360 from EGDS-Toddler

New: 200 cases, DNA, enhanced measurement of birthparent experiences, prenatal exposures

EGDS-School (PI: Leve)Sept 2007 – July 2012

n = 360

New: Emergent literacy, executive functioning, HPA

axis functioning

3 m

o to

6 m

o

Prenatal Period9

mo

18 m

o

27 m

o

36-

48

mo

4 ½

yr

s

6 y

rs

7 y

rs

Recruitment locationsRecruitment locations

Three data collection sitesThree data collection sites Pacific Northwest (Oregon Social Learning Center)Pacific Northwest (Oregon Social Learning Center) Mid-Atlantic (George Washington University)Mid-Atlantic (George Washington University) Southwest (University of California, Davis)Southwest (University of California, Davis)

One new site added for EGDS-Phase 2One new site added for EGDS-Phase 2 Midwest (University of Minnesota)Midwest (University of Minnesota) (and PI moved to Penn State)(and PI moved to Penn State)

Recruitment StrategyRecruitment Strategy

Agency RecruitmentAgency Recruitment Each data collection site identifies “local” Each data collection site identifies “local”

agenciesagencies Collects data on number and type of placementsCollects data on number and type of placements Identify agency liaison once agency agrees to Identify agency liaison once agency agrees to

participateparticipate 33 agencies in 10 states participated in 33 agencies in 10 states participated in

EGDS-toddlersEGDS-toddlers 16 agencies participating in EGDS-Phase 2 16 agencies participating in EGDS-Phase 2

(13 from EGDS-toddlers, 3 new)(13 from EGDS-toddlers, 3 new)

Recruitment StrategyRecruitment Strategy Strategy to maximize linked birth parents & Strategy to maximize linked birth parents &

adoptive parentsadoptive parents Adoptive family recruitmentAdoptive family recruitment

Eligible adoptive families are mailed a letter by Eligible adoptive families are mailed a letter by agency agency Includes postage paid postcard to decline contactIncludes postage paid postcard to decline contact

If no postcard received within 2 weeks of mailing If no postcard received within 2 weeks of mailing birth mother contact information is requestedbirth mother contact information is requested

If birth mother agrees to participate study If birth mother agrees to participate study recruiter contacts adoptive familyrecruiter contacts adoptive family

First assessment – 6 mo telephone interviewFirst assessment – 6 mo telephone interview


Birth mother recruitmentBirth mother recruitment If no postcard received within 2 weeks of mailing If no postcard received within 2 weeks of mailing

birth mother contact information is requestedbirth mother contact information is requested Birth mother is contacted by study recruiterBirth mother is contacted by study recruiter First assessment – Wave 1 in-person interview, First assessment – Wave 1 in-person interview,

3-6 months postpartum3-6 months postpartum

EGDS Toddlers/School – 360 yoked birth EGDS Toddlers/School – 360 yoked birth mothers, 517 total (many unyoked)mothers, 517 total (many unyoked)


Birth father recruitmentBirth father recruitment Contact information requested from agency after Contact information requested from agency after

birth mother and adoptive family agree to birth mother and adoptive family agree to participateparticipate

Birth mothers are asked for contact information if Birth mothers are asked for contact information if agency can not provide thisagency can not provide this

Birth fathers are critical for the study (provide Birth fathers are critical for the study (provide 50% of child’s genes)50% of child’s genes)

EGDS Toddlers/School – 105 yoked birth EGDS Toddlers/School – 105 yoked birth fathers, 147 total (some unyoked)fathers, 147 total (some unyoked)

EGDS constructsEGDS constructs• Birth parents, adoptive parents, and childrenBirth parents, adoptive parents, and children

• Externalizing, internalizing, social competenceExternalizing, internalizing, social competence• Alcohol & drug use and problemsAlcohol & drug use and problems• TemperamentTemperament• Social context (stress, social support, economic Social context (stress, social support, economic

circumstances, partner/marital relations)circumstances, partner/marital relations)• Executive functioning and literacyExecutive functioning and literacy• DNA and salivary cortisol samplesDNA and salivary cortisol samples

• Adoptive parents onlyAdoptive parents only• ParentingParenting

• Birth parents onlyBirth parents only• Prenatal exposure to substances, toxins, stressPrenatal exposure to substances, toxins, stress

AssessmentAssessment Telephone Assessments (10-15 minutes)Telephone Assessments (10-15 minutes)

General well-being, short questionnairesGeneral well-being, short questionnaires Mailed/Web-Based Interviews (1-1.5 hrs)Mailed/Web-Based Interviews (1-1.5 hrs)

Completed before in-person assessmentsCompleted before in-person assessments Cortisol collection mailed after in-person visitCortisol collection mailed after in-person visit

In-person Assessments (2-3 hours)In-person Assessments (2-3 hours) In home or convenient other locationIn home or convenient other location Computer-administered questions & interviewComputer-administered questions & interview Video-recorded child tasks, parent-child Video-recorded child tasks, parent-child

interactions and marital interactionsinteractions and marital interactions DNA collectionDNA collection

Barrier Task – designed to elicit frustration Barrier Task – designed to elicit frustration (9 mo – Wave 1)(9 mo – Wave 1)

Clean-up Task – designed to see how Clean-up Task – designed to see how parent structures task & child parent structures task & child

compliance compliance

18-month old task (Wave 2)18-month old task (Wave 2)

Show videoShow video

Flower Print Task – designed to Flower Print Task – designed to examine coparenting (9 mo – Wave 1)examine coparenting (9 mo – Wave 1)

Demographics for BPs and APs: Demographics for BPs and APs: EGDS -ToddlersEGDS -Toddlers

BM BF AM AF

Mean age (range)

23.83 (13-51)

25.31 (15-45)

36.96 (25-54)

37.89 (26-60)

Race (%)

Caucasian 78 63 93 92 African-American 11 20 4 5

Hispanic/Latino 4 8 1 1

Multi-ethnic 5 5 2 2

Other 2 4 1 1

Mean education level Tradeschool Tradeschool College College

Annual household income (median)

$14k $21k $119k

People in home (mean) 3.6 3.5 3.7

Demographics (Con’t)Demographics (Con’t) Adoptive ParentsAdoptive Parents

1% single1% single 84% AM, 86% AF married84% AM, 86% AF married 1% divorced/separated1% divorced/separated 9% remarried9% remarried 5% AM, 4% AF cohabitating, committed rel.5% AM, 4% AF cohabitating, committed rel.

Birth ParentsBirth Parents 77% BM, 72% BF single77% BM, 72% BF single 8% BM, 22% BF married8% BM, 22% BF married 14% BM, 5% BF divorced/separated14% BM, 5% BF divorced/separated 1% BM & BF remarried1% BM & BF remarried

New Studies & Future DirectionsNew Studies & Future Directions

Objectives:Objectives:

(1) Collection of DNA from all members of yoked adoption unit

• Birth parents

• Adopted child

• Adoptive parents

(2) Addition of 200 more yoked adoption units

EGDS-Phase 2 (PI: Neiderhiser, R01 DA020585)EGDS-Phase 2 (PI: Neiderhiser, R01 DA020585)

EGDS-School: Family Process, Genes, and School EGDS-School: Family Process, Genes, and School Entry (PI: Leve, R01 HDEntry (PI: Leve, R01 HD42608-0642608-06))

Objectives:

1)Examine GxE mechanisms in preschool, school entry, and 1st grade

2) Examine hypothesized social and neuroregulatory mechanisms specific to this developmental period: emergent literacy, HPA axis functioning, & executive functioning

Future DirectionsFuture Directions

Emotion regulation within the family Emotion regulation within the family Applying for a grant to code the video taped dataApplying for a grant to code the video taped data Emotion regulation within dyadsEmotion regulation within dyads CoparentingCoparenting

Translate interviews Translate interviews Allow recruitment of a Spanish-speaking Allow recruitment of a Spanish-speaking

populationpopulation Capture changing trends in adoptionCapture changing trends in adoption

III. EGDS results related to adoptionIII. EGDS results related to adoption

• Openness

• Agency satisfaction and services

• How adoption has affected aspects of your life

What was the level of openness in the What was the level of openness in the adoption?adoption?

• 1-7 rating of the level of openness in the adoption

very closed

closed

semiopen

moderately open

open

quite open

very open

OpennessOpenness

• Most families continue to report a moderate level of openness throughout toddlerhood (periodic phone contact, visits, or mail exchanges)

• Openness decreased somewhat over time according to adoptive mothers, adoptive father, birth mothers, and birth fathers.

• For example, at 9-months of age, 59% of adoptive mothers rated the adoption as “open” or “very open”. This decreased to 56% at 18-months, and 54% at 27-months.

How satisfied are adoptive families with the level How satisfied are adoptive families with the level of openness?of openness?

• 1-4 rating of the level of satisfaction (very satisfied very dissatisfied in the level of openness in the adoption)

• Most families continue to report a high level of satisfaction with the level of openness throughout toddlerhood

• Satisfaction also decreased steadily over time according to adoptive mothers, adoptive father, birth mothers, and birth fathers.

• For example, at 9-months of age, 69% of adoptive fathers were “very satisfied” with the openness. This decreased to 63% at 18-months, and 53% at 27-months.

How would adoptive How would adoptive mothersmothers change openness? change openness?

More closed

Same

More open

9-months

18-months

27-months

How would adoptive How would adoptive fathersfathers change openness? change openness?

More closed

Same

More open

9-months

18-months

27-months

What does openness relate to?What does openness relate to?

• Adoptive mother, adoptive fathers, and birth mothers agree very strongly about the level of openness in the adoption, about the amount of contact, and about the amount of knowledge between parties

• Higher levels of openness are related to adoptive mothers’ and fathers’ increased satisfaction with the adoption process

• Higher levels of openness are related to birth mothers’ and birth fathers’ increased satisfaction with the adoption process and positive adjustment

Ge et al., J. of Family Psychology, in press

How satisfied are adoptive How satisfied are adoptive mothers mothers with the with the information they have about the birth parents? information they have about the birth parents? (very stable; numbers here are at 27-months)(very stable; numbers here are at 27-months)

very satisfied

fairly satisfied

fairly dissatisfied

very dissatisfied

Birth Mothers

Birth Fathers

How satisfied are adoptive How satisfied are adoptive fathers fathers with the with the information they have about the birth parents? information they have about the birth parents? (very stable; numbers here are at 27-months)(very stable; numbers here are at 27-months)

very satisfied

fairly satisfied

fairly dissatisfied

very dissatisfied

Birth Mothers

Birth FathersBirth

Fathers

Why did the adoptive family select their agency?Why did the adoptive family select their agency?

• On average, adoptive families looked at 3-4 agencies before selecting the one they used. The primary deciding factors were:

• The agency’s philosophy about adoption, including openness, and the agency mission statement (83%)

• The information received about the adoption agency from a packet, website, or meeting (69%)

• Other people’s recommendation, word of mouth, or agency reputation (68%)

• Geographic location of the agency (53%)

• Agency staff (50%)

Why did the birth mother select their agency?Why did the birth mother select their agency?

• On average, birth mothers looked at about 2 agencies before selecting the one they used. The primary deciding factors were:

• The agency’s philosophy about adoption, including openness, and the agency mission statement (68%)

• The information received about the adoption agency from a packet, website, or meeting (64%)

• Services offered, such as counseling, meeting other birth parents, or support group (50%)

• Other people’s recommendation, word of mouth, or agency reputation (47%)

• Agency staff (45%)

Satisfaction (‘very’ or ‘somewhat’) with servicesSatisfaction (‘very’ or ‘somewhat’) with services

• The information agency provided about adoption process (96%)

• Education and support services (90%)

• Ability to make recommendations for outside services like counseling (89%)

• Staff responsiveness to requests (88%)

• Skill of the staff (92%)

• Policy about openness (98%)

• Home study process, including the length of time it took to complete it (95%)

• Matching process (95%)

• Placement process (94%)

• Post placement services (91%)

Agency services that were most helpfulAgency services that were most helpful

• The matching/placement process

• Educational classes

• Orientation workshop

• Specific social worker/staff member

• Availability and support of agency staff

• Counseling

• Mediation with birth mother

Services sought outside of the agencyServices sought outside of the agency

• Legal services (19%)

• Home study from a different agency (7%)

• Infant care/parenting classes (4%)

• Support group (4%)

• Counseling (3%)

The most difficult part of the adoption processThe most difficult part of the adoption process

• Waiting for a child

• Coming to the decision to adopt

• The adoption process

• General adjustment to new child (lack of sleep, siblings)

• Coming to terms with infertility issues

• Adoption paperwork

• Cost

• Dealing with a failed adoption(s)

Nicest or most important thing someone did Nicest or most important thing someone did during the adoption processduring the adoption process

• Support from friends and family

• Baby shower

• The birth parents choosing us to raise their child

• Friends and family providing meals

• Friends and family babysitting

• Friends and family sharing their experiences with adoption

How has your child affected your life? (How has your child affected your life? (mothers @ mothers @ 27 months27 months))

Improved lot

Improved slightly

No change

Slightly worse

Lot worse

Marital Relationship

Other Children

Satisfaction With Life

How has your child affected your life? (How has your child affected your life? (fathers @ fathers @ 27 months27 months))

Improved lot

Improved slightly

No change

Slightly worse

Lot worse

Marital Relationship

Other Children

Satisfaction With Life

IV. Implications for Prevention and IV. Implications for Prevention and ServicesServices

• Most challenging parenting issues

• Desired services

• Format of services

What months have been the most What months have been the most challenging to parent?challenging to parent?

0

20

40

60

0 2 4 6 8 101214161820222426

MothersFathers

What do adoptive parents think are the “most What do adoptive parents think are the “most challenging issues” as parents (1challenging issues” as parents (1stst year of life) year of life)

0

10

20

30

40

50

60

# R

epor

ting Mothers-

1st year

Fathers -1st year

What do adoptive parents think are the “most What do adoptive parents think are the “most challenging issues” as parents (2nd year of life)challenging issues” as parents (2nd year of life)

0

10

20

30

40

50

60

# R

epor

ting

Mothers-1st year

Fathers -1st year

Mothers -2nd yearFathers -2nd year


0

10

20

30

40

50

60

# R

epor

ting Mothers -

2nd year

Fathers -2nd year


0

10

20

30

40

50

60

# R

epor

ting

Mothers-1st year

Fathers -1st year

Mothers -2nd yearFathers -2nd year

Desired Adoption-Specific Parenting ServicesDesired Adoption-Specific Parenting Services

Talking to child about adoption (how/when)

Contact with birth parents (how much/how to manage)

Transracial and cultural issues (how to educate)

Blended families (how to discuss with your children)

Stigma/responding to others’ questions

Agency services families wished the agency had Agency services families wished the agency had providedprovided

• More/better education about the adoption process

• More/better support groups

• More parenting education

• More staff accessibility

• Support groups pre-placement

• More support for birth mothers

How often wanted some advice about parenting?How often wanted some advice about parenting?

never

rarely

sometimes

often

almost/ all timeMothers

Fathers

Top 3 areas where parenting information would be Top 3 areas where parenting information would be helpful (helpful (mothers @ 27 monthsmothers @ 27 months))

Not at all helpful

A little

Somewhat

Helpful

Very helpful

Disciplining

Managing Toddler Emotions

Temper Tantrums

Top 3 areas where parenting information would be Top 3 areas where parenting information would be helpful (helpful (fathers @ 27 monthsfathers @ 27 months))

Not at all helpful

A little

Somewhat

Helpful

Very helpful

Disciplining

Managing Toddler Emotions

Sleep Issues

Other areas where help information and services Other areas where help information and services would be helpful (at least 1/3 of mothers said would be helpful (at least 1/3 of mothers said information would be ‘helpful’ or ‘very helpful’)information would be ‘helpful’ or ‘very helpful’)

• Enhancing child’s strengths (46%)

• General child development (43%)

• Adoption issues (42%)

• Child compliance (40%)

• Child hitting, biting (39%)

• Child whining (38%)

• Child temperament (37%)

• How to play with child (34%)

How would you like to receive parenting How would you like to receive parenting resource information?resource information? mail

doctor/ped

website

home visit

group meeting

check-in phone

hotline

Mo

the

rsF

ath

ers

How often would you like services?How often would you like services?

weekly

monthly

every other month

yearly

as needed

never

Mo

the

rsF

ath

ers

SummarySummary

• Most adoptive parents, and especially mothers, would like more information about parenting

• Areas where information and services are most desired are: discipline and child behavior, general child development, strength building, and adoption

• Adoptive families would prefer these services be delivered as an as-needed or monthly basis

• Mailed information, information from a doctor or pediatrician, or parenting website are the most desirable formats

• 0-2 months, 10-12 months, 18 months, and 24-months are times when parents report the most challenges

So where do we go from here? So where do we go from here? What kinds of services and What kinds of services and

programs might be beneficial?programs might be beneficial?

Key components of ‘evidence-based’ programs Key components of ‘evidence-based’ programs for infants, toddlers, and preschoolersfor infants, toddlers, and preschoolers

• Teach warm and sensitive (but firm and consistent) parenting

• Strength-building

• Prevention-based

• Work within the multiple contexts that families and children interact in (home, school, community)

• Include both a child and caregiver components

• Include parenting groups for social support

• Weekly service delivery

• Video-based feedback

What about adoptive families?What about adoptive families?

• No evidence-based programs have been evaluated specifically for adoptive families, although there are evidence-based programs for foster parents

• Unique needs of adoptive families may include:

• generally well-educated and invested in parenting

• uncertainties about child’s genetic background

• transracial and cultural issues

• blended families

• interface with birth parents

• talking to child about adoption/their background

• ??

The adoptive family as a protective environment at child age 9-months

BP Social Anxiety

Infa

nt A

vers

ive

Ver

bal R

espo

nse

Adoptive family emotional arousal

AVERAGE


HI

Children in homes with average emotional arousal in the adoptive parents do not attend to frustrating events, even when

there is an inherited tendency

Birth Mother Externalizing BehaviorInfa

nt

Att

enti

on

to

Fru

stra

tio

n T

ask

The adoptive family as a protective environment at child age 18-months

BP Social Anxiety

Infa

nt A

vers

ive

Ver

bal R

espo

nse


AVERAGE


HI

Children in homes with average emotional arousal in the adoptive parents do not

show aversive responses, even when there is an inherited tendency

Birth Parent SociabilityHI LO

Providing structured guidance reduces genetic risk for externalizing behaviors

Zscore: CUP:Mom->TC Command dur3.000002.000001.000000.00000-1.00000-2.00000-3.00000

CB

CL E

xte

rnal W

aveB

-AM

25.00

20.00

15.00

10.00

5.00

0.00

1.00.001.00.00

BEXT1

R Sq Linear = 0.016R Sq Linear = 0.317

Ch

ild

ext

ern

aliz

ing

beh

avio

r

Adoptive mother structured guidance

HI Birth parent Externalizing

LO Birth parent Externalizing

High structured guidance relates to low child

externalizing problems, even when inherited risk

Parenting interventions can impact Parenting interventions can impact neuroregulatory functioningneuroregulatory functioning

Fisher & Bruce (2008)

0

0.1

0.2

0.3

0.4

0.5

Entry 8-9 Months PostEntry

Time

Cor

tisol

Val

ue

FostercareFostercare IntCommsample

The EGDS TeamThe EGDS Team

Jenae Neiderhiser (PSU) Jenae Neiderhiser (PSU) Leslie Leve (OSLC)Leslie Leve (OSLC) Xiaojia Ge (UMN)Xiaojia Ge (UMN) David Reiss (GWU, Yale)David Reiss (GWU, Yale) John Reid (OSLC)John Reid (OSLC) Danny Shaw (U Pitt)Danny Shaw (U Pitt) Laura Scaramella (UNO)Laura Scaramella (UNO) Linda Mayes (Yale)Linda Mayes (Yale) Jody Ganiban (GWU)Jody Ganiban (GWU) Phil Fisher (OSLC)Phil Fisher (OSLC) Rand Conger (UC Davis)Rand Conger (UC Davis)

Consultants:Consultants: Joel Gelernter (Yale)Joel Gelernter (Yale) Joan Kaufman (Yale)Joan Kaufman (Yale) Steve Petrill (OSU)Steve Petrill (OSU) Steve Suomi (NICHD intramural)Steve Suomi (NICHD intramural)

Over 30 participating adoption Over 30 participating adoption agencies across the USagencies across the US

EGDS-toddlers & EGDS-school: EGDS-toddlers & EGDS-school: R01HD042608 (co-funding by R01HD042608 (co-funding by NIDA & OD)NIDA & OD)

EGDS-Phase II: R01DA020585 EGDS-Phase II: R01DA020585 (co-funding by NIMH & OD)(co-funding by NIMH & OD)

Too many recruiters & interviewers Too many recruiters & interviewers to nameto name

Amy WhiteselAmy Whitesel Cristin McArdleCristin McArdle Tracy VanVlackTracy VanVlack

genetics, families, & social development: the important contributions of adoptive families...

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