Adoption, Adoption Process, Stages.

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Adoption, Adoption Process, Stages

 

Adoption and the Stages of Development

1. What to Expect at Different Ages

Whether children are adopted as infants or when they are older, whether they are healthy or have physical or psychological problems, their adoption is bound to influence their development. You need to understand how and why.

Learning about the developmental stages of children and what can be expected in each stage is important to all new parents. When your child has been adopted, there are additional considerations. In these pages, we will be looking at specific issues—separation, loss, anger, grief, and identity—and show how they are expressed as your adopted child grows up. Some of these issues will be obvious in all stages of development; others surface at specific times. The more thoroughly you can understand how your child behaves and why, the more likely it is that you can be supportive and help your child to grow up with healthy self-esteem and the knowledge that s/he is loved.

While the stages described below correspond generally to a child's chronological age, your child's development may vary significantly. Some children progress more quickly from one stage to another; others may continue certain behaviors long past the time you would have expected. Still others may be substantially delayed in entering and moving through new stages. Many characteristics of adolescence, for instance, may not even appear until your child's twenties and may persist until your child's identity has formed.

The First Year
The primary task of a baby is to develop a sense of trust in the world and come to view it as a place that is predictable and reliable. Infants accomplish this through attachment to their caretakers. During their early months, children have an inborn capacity to "bond" to ensure their survival. They express it through sucking, feeding, smiling, and cooing, behaviors which, ideally, stimulate loving responses from their parents (or caretakers). These pleasant interactions and the parent's or parents' consistent attention form the parent-child bond and the foundation for a child's sense of trust.

During this period, a consistently nurturing and tension-free environment makes a child feel secure. The most valuable thing you can do is to show, through attention and affection, that you love your child and that your child can depend on you. If you generally respond to your child's cries, s/he will learn trust. If you hug and smile at your child, s/he will learn to feel content.

Although the need to attach continues for a long time, the process of separation also begins in the first year of a child's life. A milestone is reached when children learn to separate from their parents by crawling and then by walking. At the same time, babies often become fearful of separation. Psychological separation begins too: babies start, non-verbally, to express their own wishes and opinions. Many experts in child development view early childhood as a series of alternating attachment and separation phases that establish the child as an independent person who can relate happily to family members and friends, and be capable of having intimate relationships with others.

The Second Year
Toddlers continue the attachment and separation cycle in more sophisticated ways in the second year. They learn to tell you how they feel by reaching their arms out to you and protesting vigorously when you must leave them. Anxiety about separating from you heightens, and they may begin to express anger. During this stage, when you must guide and protect your child, you become a "no" sayer. It is not surprising that your child becomes frustrated and shows it in new ways. Helpless crying usually comes first. Later your child may exhibit aggressive behavior such as throwing things, hitting, pushing, biting, and pinching. Much of this behavior is directed toward you but some is directed at the child's peers. Such behavior often puzzles and frightens parents. You may wonder if your child is normal. Adoptive parents often worry that an unknown genetic trait is surfacing or that the "orneriness" has something to do with the adoption. Sometimes they think ahead to the teenage years and wonder if these are early warnings of trouble ahead.

It helps to know that this kind of behavior is typical of toddlers, who have conflicting wishes about their push toward autonomy and their anxiety about separating from you. Almost all children go through a "me do it myself" phase, accompanied by temper tantrums and toilet training battles. Handling tantrums, setting limits, and encouraging language development and the expression of feelings consume most of your time and patience.

In the first 2 years, the stages of attachment, the beginnings of separation, and the expression of anger and aggressiveness probably are the same whether your child is adopted or not. Even in homes where the word "adoption" has been used frequently and the child can pronounce it or even say, "I'm Susie, I was adopted from Chicago," the words have little meaning. What is especially important is that your adopted child has the opportunity to pass through the attachment and early separation stages in the same way as a child born to you.

When older babies or children are adopted, their capacity to form relationships may have been disturbed. A series of caretakers and broken attachments through the first months of a child's life can complicate adjustment and compromise the ability to develop trust. You may need to work much harder to let your child know that you care and that you will always be there. Even if your baby received nurturing care before joining your family, s/he can still benefit from your understanding the significance of attachment and the importance of loving interaction.

If you adopt cross-culturally, it will be helpful for you to learn about attachment behavior in that culture. Consider for instance a family who had adopted a 7-month-old Asian baby. When the baby cried, she could not be comforted by holding; she would only quiet down if she were laid on the floor near her mother and spoken to softly. Once she became calmer, she would crawl into her mother's lap for a hug.

There is another example of a baby adopted from Peru who needed to sleep with an adult for the first few months following adoption. His new crib went unused until he was 15 months old, when his parents were able to help him adjust to sleeping alone.

Children who are adopted when they are older usually follow the same attachment and separation paths as other children, but possibly in a different time sequence. This gives you the opportunity to make up for what might have been lost or damaged in earlier relationships.

The first 2 years are crucial to personality development and dramatically influence a child's future. As you grow into your roles as parents, your children also will grow into their place in your family.

Age Two to Six—Identity, Feelings, and Fears in the Preschool Years
If you thought a lot was happening in your child's development in the first 2 years, you will find that the preschool years are filled with activity and nonstop questions. Once children learn to speak, they need only a partner, and the world becomes theirs for the asking and telling. This is when parents begin to feel pressure to explain adoption to their children. It is also when children's ears are wide open to adult conversation and they take in so much more than adults once thought they could. Parents are busy answering as best they can questions such as why the sky is blue, why leaves fall off the trees, why people are different colors, how birds fly, and why a baby brother cannot join the family right now. The more comfortable parents are in trying to answer questions honestly, the more encouraged their children will be to learn. A lack of interest in learning often results from having questions met with too many "I don't knows" or the obvious indifference of parents to their children's curiosity.

Sometimes parents feel so embarrassed about not knowing all the answers to their child's questions or are so afraid of giving the "wrong" answer that they ignore a question or change the subject. In doing so, they often miss a chance to discuss critical feelings with their children. For instance, a little girl visiting a museum with her father asked him why a woman in a painting was crying. She wanted him to pick her up so she could see the painting better, but he felt uncomfortable, took her hand, and moved on. This would have been a good opportunity to discuss why people are sad sometimes and why the little girl thought the woman in the painting was sad.

Children between 2 and 5 years of age have fears, especially about being abandoned, getting lost, or no longer being loved by their parents. They also engage in "magical" thinking and do not distinguish reliably between reality and fantasy. They may be afraid of giants, monsters, witches, or wild animals.

Children in this age group become increasingly familiar with separations from loved ones, often because they are attending daycare or preschool programs. They also make new friends outside their family, and their interests broaden. At the same time, they notice that their parents do not know everything and cannot control everything that happens to them. This can be frightening because it threatens their sense of security.

As you observe your children and others, you will notice that both boys and girls imitate their parents' nurturing and care-taking activities. They carry, feed, change, and put to bed their dolls and stuffed animals. They kiss them and sometimes throw them or hit them. They are mimicking attachment and separation behaviors. If a baby enters the family, many 2-, 3-, and 4-year-olds insist that it is their baby, that they "borned" it or "adopted" it. Sometimes a girl will tell you that it is her baby and that Daddy is the father. A little boy might say that he is going to "marry Mommy when Daddy grows up and dies." If you listen, you will see that your child is trying to make sense of the relationships in the family and to find a way to express the strong emotions of love, hate, and jealousy.

It is puzzling for children to understand why mom and dad get to sleep together while they have to sleep with two trucks and a bunny. You are witnessing what is known as the Electra complex in girls and the Oedipal complex in boys. Little girls may feel jealous of their mothers' grownup relationship with their fathers. They experience a mix of feelings which includes wanting to marry Daddy but feeling competitive and fearful that they will not "measure up." Little boys may want to be mommy's partner in everything and show off their developing "manliness." They do not understand why Daddy should be included but worry that Daddy will be upset with them for the way they feel. All of this behavior is normal for children this age.

There is also an aggressive, competitive side to this stage. You may notice behavior that is challenging, stubborn, and argumentative, usually directed toward the same-sex parent. Girls argue with their mothers about what to wear, what toys to leave at home, and who is the boss of the baby. Boys want to talk about what they will do when they grow up, and even in the most peaceful of families, they will turn all sorts of items into weapons which they yearn to use on the draperies, the baby, and, in frequent moments of frustration and anger, on Daddy.

These behaviors are part of children's working out their awareness of their smallness and insignificance compared to their parents and their urges toward autonomy and independence. They want to be big but also want the benefits of infancy. If they cannot be Mommy or Daddy's partner, they want to be their "lap babies."

Gradually, the intensity of these feelings abates. Children's love for their parents allows them to reconcile the Oedipal or Electra complex by eventually exchanging the wish to marry the parent of the opposite sex for the more realistic desire to grow up to be like the parent of the same sex.

Some version of this scenario occurs in most children, even those raised by a single parent. Sometimes the behavior is expressed directly; other times it is subtle, recognizable only through recalling dreams or in pretend play.

Children who have been traumatized or abused may not show the kind of behavior described here. They may be seductive or fearful, uncertain about the appropriateness of being affectionate, or show symptoms associated with sexual abuse. These children need special help from their parents and possibly from a skilled therapist before they can feel safe enough to express loving or sexual feelings in their new families. The National Adoption Information Clearinghouse (NAIC) factsheet entitled "Parenting the Sexually Abused Child" is helpful in such cases.

During the preschool years, you may want to respond to your child with humor and tactfully explain that when your child grows up, s/he will find someone just like Mommy or Daddy. Adopted children inevitably wonder to which Mommy and Daddy you are referring. Some researchers believe that this is not the appropriate time to emphasize a child's birth family (Wieder, Schecter). It is difficult enough for children to find their place in the family (as the youngest child, the oldest, etc.) and to come to terms with their gender without having to ponder the meaning of birth parents. It probably is not even possible for a child this age to understand this concept yet.

Content Courtesy : naic.acf.hhs.gov

 

Adoption, Adoption Process, Stages.