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Autor/inRosenboom, Lizette
TitelPatterns of Attachment of Interracial Adopted Children in a Dutch Sample Compared to an American Sample.
Quelle(1993), (10 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Monographie
SchlagwörterAdopted Children; Adoptive Parents; Attachment Behavior; Biological Parents; Comparative Analysis; Cross Cultural Studies; Emotional Response; Foreign Countries; Infant Behavior; Infants; Parent Child Relationship; Security (Psychology); Transracial Adoption; Netherlands; United States
AbstractThis paper reports the results of a study on the quality of attachment in two groups of interracially adopted infants in the Netherlands, and compares these results with results from a similar study of American interracial adoption. The two groups in the Netherlands consisted of 30 adoptive Asian children placed in White families, and 20 Asian and Latin American children who were the first adopted child in White families with biological children. The American sample consisted of 19 adopted Asian or Latin American children placed in White families, and a control group of 27 firstborn nonadopted infants. Quality of attachment was assessed using the Strange Situation procedure when the children were between 13 and 18 months in the American samples, and at 12 and 18 months in the Dutch samples. Children were classified as anxious avoidant, secure, or anxious ambivalent. Analysis and comparison revealed no significant difference in quality of attachment between the Dutch interracially adopted infants and the nonadopted American infants. No significant difference in quality of attachment between the adopted infants in families with an adopted infant only and infants in families that also had biological children was found for the Dutch samples. In the American sample only 42 percent of the adopted children were securely attached, compared to 74 percent of the nonadopted children. No significant differences in attachment security between adopted and nonadopted infants in the Dutch sample were found. (MM)
Erfasst vonERIC (Education Resources Information Center), Washington, DC
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