The neurocognitive profiles of children adopted from care and their emotional and behavioral problems at home and school
| Autor: | Amy L. Paine, Rebecca Anthony, Stephanie Helena Maria Van Goozen, Daniel T. Burley, Katherine Helen Shelton |
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| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Male
Emotions Population Child Behavior Disorders 03 medical and health sciences 0302 clinical medicine Intervention (counseling) Adoption Developmental and Educational Psychology Humans Attention 0501 psychology and cognitive sciences Affective Symptoms Longitudinal Studies Child education Problem Behavior education.field_of_study Schools 05 social sciences Cognitive flexibility Verbal reasoning Mental health Mental Health Neuropsychology and Physiological Psychology Child Preschool Pediatrics Perinatology and Child Health Neurocognitive Tests Female Child Adopted Psychology Social Adjustment Neurocognitive Public care 030217 neurology & neurosurgery 050104 developmental & child psychology Clinical psychology |
| ISSN: | 0929-7049 |
| Popis: | Adoptees’ mental health problems in childhood and later life are well described, but little attention has been paid to domestically adopted children’s emotional and behavioral problems and neurocognitive profiles. The aim of this study was to describe the neurocognitive profiles of domestically adopted children in the UK and their parent- and teacher-rated emotional and behavioral problems. Forty-five children (M age = 75.96 months, SD = 12.98; 51.1% female) who were placed for adoption from public care at a M age of 22.14 months (SD = 14.21) completed a battery of age standardized neurocognitive tests, and adoptive parents and school teachers rated their emotional and behavioral problems. Children had more emotional and behavioral problems than the general population and over a fifth scored low (> 1 SD below the expected range for their age) in 5/6 neurocognitive tasks. Children who scored low on the non-verbal reasoning task were more likely to have more parent- and teacher-rated behavioral problems, and children’s performance on the inhibitory control and cognitive flexibility tasks were associated with parent-rated behavioral problems. Children’s verbal reasoning scores were positively associated with both parent- and teacher-rated emotional problems. Children who were adopted later in childhood scored significantly lower in non-verbal reasoning. Although longitudinal studies are needed to clarify the nature of neurocognitive functioning as a marker for later mental health problems, our findings underscore the importance of using comprehensive assessments to better recognize adopted children’s difficulties and inform appropriate intervention initiatives. |
| Databáze: | OpenAIRE |
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