La construction sociale de la relation adoptive: expériences parentales de l'adoption d'enfants grands à l'international
Notice bibliographique
Résumé
Current tranformations in the international practice of child adoption has impacts on adoptive family construction. Adoption applicants are constrained to redefine their preparation, their expectations and criteria about the children they are willing to adopt; as those who become available for adoption are fewer, older and are likely to have increased special needs at arrival. This study explored the evolution of significant parent-child relationships outside of the ordinary (step by step) family building process; from the perspective of parents who adopted older children, internationally. As they enter their families with the prior integration of sensory, emotional, physical and social experiences elsewhere, these children push their new parents to consider new ways to establish a relationship. Therefore, adoptive families of older children move through a very different constitutionnal process that doesn't benefit from an early life start; nor do they benefit from a knowledge of their earlier histories. 20 semi-structured, in-depth interviews were conducted with 12 adoptive parents (prospectively over the first year postadoption; and retrospectively, 2 years following). This group of participants represented 28 children adopted internationally; all have a prolonged history of institutionnal care and were adopted between 14 and 54 months of age. Findings indicate that complications of the preadoptive process can be experienced in the longer term for some parents; notably in a performance stress in the execution of the parenting role during the first year and beyond; and in response to some children's lasting difficulties. The currect construct of the 'all encompassing parent-child relationship' (parents being perceived as the main psychological builders of their child, notably, of his attachment style) has limitations that are sharply experienced by adoptive parents of older children. This construct acts as a reference point for parents, but can come to neglect the other influences on their children's development and other family or social dynamics. Practices must encourage a more equitable repartition of efforts to support these children in their new communities, and should facilitate the coordination of necessary health and psychosocial services. The overvalorization of adoptive parents as the only garanties in their children's socioemotionnal development is meeting important limits; that are shaped, among other factors, by their adverse preadoptive context. Keywords : International adoption; adoptive families; parent-child relationship; older children; family integration; adaptation.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».