The purpose of this study was to explore the adoption and parenting experiences of lesbian and gay (LG) adoptive parents. Data for the present study are from a larger national cross-sectional survey of LG adoptive parents. Participants were recruited through advertisements placed in metropolitan LG newspapers, Web sites, and organizations across the country that serve LG individuals. This paper presents an analysis of the qualitative data gathered from 182 participants who responded to the following statement and two questions: 1. Write three short statements describing the biggest barriers or challenges that you faced in your efforts to become an LG adoptive parent. 2. What are the three biggest challenges you now face as an LG adoptive parent? 3. What are the three biggest joys you have experienced as an LG adoptive parent? The sample in this study was 54.9% female and 90% White. Thematic analysis was utilized to summarize the nature of the adoption experience from the LG parent perspective. Parents identified LG-specific barriers to becoming adoptive parents including perceived discrimination at all levels of the adoption process. Further, parents report a lack of role models to guide and mentor them. LG challenges included legal fears and struggles as they attempted to finalize both the initial and second-parent adoption.LG joys included being a role model to other parents, unanticipated increased extended family involvement, and unanticipated community support and acceptance.

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Objective This study compared parent-rated executive functioning (EF) in 6- to 18-year-old children adopted from psychosocially depriving institutions to that in children adopted from severely or “globally” depriving institutions. Individual continuity in EF over two years was examined in children adopted from psychosocially depriving institutions. Method There were 471 children adopted from psychosocially depriving Russian institutions which provided adequate physical resources but failed to provide a consistent set of responsive caregivers. There were 111 children adopted in the early 1990s from globally depriving Romanian institutions which were characterized by physical deprivation as well as profound psychosocial neglect. Adoptive parents completed a background questionnaire and the Behavior Rating Inventory of Executive Function (BRIEF). Results Children adopted from globally depriving institutions had significantly higher levels of EF difficulties than children adopted from psychosocially depriving institutions. For both groups, adoption after 18 months of age was associated with higher levels of EF difficulties. Children adopted from globally depriving institutions had higher levels of EF difficulties than the BRIEF standardization sample at younger ages at adoption. There was moderate to strong continuity in EF difficulties over two years in children adopted from psychosocially depriving institutions. Conclusions These findings suggest that more severe early deprivation may lead to a higher risk of later EF difficulties, which may persist over time.

Gay men and lesbians often encounter barriers when they pursue adoption. Adoption workers are expected to make decisions regarding child placement using the best interest standard. However, this decision-making model does not adequately consider intrapersonal, interpersonal, and organizational factors that affect the use of the standard. This article examines the best interest standard and makes practice recommendations to increase the accessibility of adoptions for gay and lesbian applicants.

Research that clearly demonstrates the negative effects of institutionalization, particularly for young children, has been critical for changing policy. However, actually putting science into action requires advocacy, persistence, and perseverance. Policy makers and advocates must be informed about the research and use it effectively. This paper proposes a number of key components for translating research into policy and programs: analyzing the situation, using evidence to build the case for action, developing policies, building program capacity in child welfare and early childhood development, creating a family-based child welfare system, and developing a system of monitoring and accountability. Much of the knowledge in this paper comes from experiences, desk reviews, and case studies of successful practices. Research provides the basis, but moving research to practice depends on collaboration between researchers who understand the key policy perspectives and policy makers who understand the research.The evidence for negative effects of the traditional form of institutionalization reviewed in this volume is overwhelming, particularly for young children, and the benefits of alternative types of family-based care for children without permanent parental care have been demonstrated through systematic investigations (Van IJzendoorn, Luijk, & Juffer, 2007). Despite this evidence, the rate of institutionalization is increasing in many parts of the world. The challenge addressed in this chapter is how to take action based on this research and to describe approaches for moving research into practice and policy. As McCall (2009) points out, "documenting with rigorous demonstration programs and evaluations that a given service program can be effective at achieving its goals is only the first step along the science-to-practice continuum; what happens after that is just as crucial to the success of bringing that program to scale and achieving effectiveness in other communities, and the evidence for the effectiveness of these implementation procedures is quite sparse" (p. 3).