La construction sociale de la relation adoptive: expériences parentales de l'adoption d'enfants grands à l'international
Bibliographic record
Abstract
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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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".