The social competence of internationally-adopted and institutionalized children throughout childhood: a comparative and longitudinal study

In a previous study, Palacios et al. (2013) explored the social competence of international adoptees, in- stitutionalized 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 so...

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Autores: Cáceres Campos, Isabel María, Moreno Rodríguez, María del Carmen, Román Rodríguez, Maite, Palacios González, Jesús
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2021
País:España
Institución:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/125153
Acceso en línea:https://hdl.handle.net/11441/125153
https://doi.org/10.1016/j.ecresq.2021.07.002
Access Level:acceso abierto
Palabra clave:international adoption
residential care
social skills
sociometric status
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spelling The social competence of internationally-adopted and institutionalized children throughout childhood: a comparative and longitudinal studyCáceres Campos, Isabel MaríaMoreno Rodríguez, María del CarmenRomán Rodríguez, MaitePalacios González, Jesúsinternational adoptionresidential caresocial skillssociometric statusIn a previous study, Palacios et al. (2013) explored the social competence of international adoptees, in- stitutionalized 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 compar- isons 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 signifi- cantly 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.Ministerio de Economía, Industria y Competitividad y Comisión Europea SEJ2006–12216Ministerio de Economía, Industria y Competitividad y Comisión Europea PSI2010–19287Ministerio de Economía, Industria y Competitividad y Comisión Europea PSI2015–67757-RELSEVIERPsicología Evolutiva y de la EducaciónMinisterio de Economia, Industria y Competitividad (MINECO). EspañaEuropean Commission (EC). Fondo Europeo de Desarrollo Regional (FEDER)2021info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/125153https://doi.org/10.1016/j.ecresq.2021.07.002reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésEarly Childhood Research Quarterly, 57, 260-270.SEJ2006–12216PSI2010–19287PSI2015–67757-Rhttps://doi.org/10.1016/j.ecresq.2021.07.002info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1251532026-06-17T12:51:07Z
dc.title.none.fl_str_mv The social competence of internationally-adopted and institutionalized children throughout childhood: a comparative and longitudinal study
title The social competence of internationally-adopted and institutionalized children throughout childhood: a comparative and longitudinal study
spellingShingle The social competence of internationally-adopted and institutionalized children throughout childhood: a comparative and longitudinal study
Cáceres Campos, Isabel María
international adoption
residential care
social skills
sociometric status
title_short The social competence of internationally-adopted and institutionalized children throughout childhood: a comparative and longitudinal study
title_full The social competence of internationally-adopted and institutionalized children throughout childhood: a comparative and longitudinal study
title_fullStr The social competence of internationally-adopted and institutionalized children throughout childhood: a comparative and longitudinal study
title_full_unstemmed The social competence of internationally-adopted and institutionalized children throughout childhood: a comparative and longitudinal study
title_sort The social competence of internationally-adopted and institutionalized children throughout childhood: a comparative and longitudinal study
dc.creator.none.fl_str_mv Cáceres Campos, Isabel María
Moreno Rodríguez, María del Carmen
Román Rodríguez, Maite
Palacios González, Jesús
author Cáceres Campos, Isabel María
author_facet Cáceres Campos, Isabel María
Moreno Rodríguez, María del Carmen
Román Rodríguez, Maite
Palacios González, Jesús
author_role author
author2 Moreno Rodríguez, María del Carmen
Román Rodríguez, Maite
Palacios González, Jesús
author2_role author
author
author
dc.contributor.none.fl_str_mv Psicología Evolutiva y de la Educación
Ministerio de Economia, Industria y Competitividad (MINECO). España
European Commission (EC). Fondo Europeo de Desarrollo Regional (FEDER)
dc.subject.none.fl_str_mv international adoption
residential care
social skills
sociometric status
topic international adoption
residential care
social skills
sociometric status
description In a previous study, Palacios et al. (2013) explored the social competence of international adoptees, in- stitutionalized 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 compar- isons 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 signifi- cantly 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.
publishDate 2021
dc.date.none.fl_str_mv 2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/125153
https://doi.org/10.1016/j.ecresq.2021.07.002
url https://hdl.handle.net/11441/125153
https://doi.org/10.1016/j.ecresq.2021.07.002
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Early Childhood Research Quarterly, 57, 260-270.
SEJ2006–12216
PSI2010–19287
PSI2015–67757-R
https://doi.org/10.1016/j.ecresq.2021.07.002
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv ELSEVIER
publisher.none.fl_str_mv ELSEVIER
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
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