Institutional Rearing and Psychiatric Disorders in Romanian Preschool Children

Zeanah, Charles H.; Egger, Helen L.; Smyke, Anna T.; Nelson, Charles A.; Fox, Nathan A.; Marshall, Peter; Guthrie, Donald

doi:10.1176/appi.ajp.2009.08091438

Cited by 310 publications

(333 citation statements)

References 36 publications

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“…Children raised in institutions are at elevated risk for a variety of psychiatric problems, including ADHD symptomatology [4][5][6]. The current study extends research on the effects of institutionalization, most notably by exploring the interactive effect on ADHD symptoms of 5-HTTLPR genotype and the quality of institutional care experienced by ADHD symptoms preschoolers living in institutions.…”

Section: Discussionmentioning

confidence: 75%

“…We are not the first to fail to document such seemingly anticipated associations, however, thereby calling attention to methodological differences across inquiries that could account for variation in results. Recall that in our own and in Zeanah and colleagues' [6] work, the focus was on children still institutionalized, whereas other research focused on previously institutionalized children, living with their adoptive families [8,9]. Another factor to consider in entertaining reasons for divergent results across studies is that the absence of an effect of duration of deprivation on ADHD may be attributable to the fact that all children from the current study were institutionalized for no less than 6 months and this was by no means the case in other work.…”

Section: Discussionmentioning

confidence: 82%

“…In fact, recent work indicates that institution-reared children, relative to their family-raised peers, have a higher incidence of ADHD symptoms of inattention and hyperactivity [4][5][6], with problems persisting years after they have departed the institution, often due to adoption [7][8][9][10]. Such high prevalence and resistance to intervention led some to argue that these difficulties represent a persistent impairment and constitute a specific deprivation syndrome associated with institutional rearing [11,12].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Serotonin transporter polymorphism moderates the effects of caregiver intrusiveness on ADHD symptoms among institutionalized preschoolers

Baptista

Belsky

Mesquita

et al. 2016

Eur Child Adolesc Psychiatry

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Section: Discussionmentioning

confidence: 75%

Section: Discussionmentioning

confidence: 82%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Serotonin transporter polymorphism moderates the effects of caregiver intrusiveness on ADHD symptoms among institutionalized preschoolers

Baptista

Belsky

Mesquita

et al. 2016

Eur Child Adolesc Psychiatry

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“…Recently, these findings have been augmented by demonstrations of abnormal brain structure and functioning following severe early deprivation (5)(6)(7)(8)(9)(10). Across these studies, several factors appear to influence outcomes, for example, age of placement into an institution (11), timing of removal and placement in a family (2), and sex of the child (12).…”

mentioning

confidence: 99%

Effects of early intervention and the moderating effects of brain activity on institutionalized children's social skills at age 8

Almas

Degnan

Radulescu

et al. 2012

Proc. Natl. Acad. Sci. U.S.A.

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103

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The present study examined the social skills of previously institutionalized, 8-y-old Romanian children from the Bucharest Early Intervention Project and the influence of attachment security and brain electrical activity (alpha power) on these skills. Participants included children randomized to an intervention involving foster care [Foster Care Group (FCG)], children randomized to remain in institutions [Care As Usual Group (CAUG)], and neverinstitutionalized children living with their families in the Bucharest community [Never-Institutionalized Group (NIG)]. A continuous rating of children's attachment security to their primary caregiver was assessed at 42 mo of age. When children were 8 y old, teachers rated their social skills, and the children's resting electroencephalogram alpha power was recorded. Teachers rated social skills of FCG children who were placed into foster care before 20 mo of age as no different from NIG children, and both of these groups were higher than CAUG children and FCG children placed after 20 mo. Electroencephalogram alpha power at age 8 significantly moderated the relations between attachment security and social skills. These findings characterize institutionalized children's social skills in middle childhood within the context of a randomized intervention while highlighting the roles of both relational and biological factors in these developmental trajectories.social behavior | neglect | early experience T he present study examined 8-y-old children who had a history of institutional rearing to better understand the impact of this early experience on social skill development in middle childhood. Specifically, we examined the timing of an intervention (placement into a foster care home), as well as attachment security with the primary caregiver at 42 mo and children's brain electrical activity in relation to teacher-rated social skills at 8 y of age.Considerable research has been conducted examining the consequences of severe emotional and physical deprivation associated with institutional rearing across physical, cognitive, and social domains (e.g., 1-4). Recently, these findings have been augmented by demonstrations of abnormal brain structure and functioning following severe early deprivation (5-10). Across these studies, several factors appear to influence outcomes, for example, age of placement into an institution (11), timing of removal and placement in a family (2), and sex of the child (12).Additional work has focused on social developmental outcomes following institutional rearing. Many studies have characterized children's attachment relationships formed with institutional (13, 14), adoptive (15), or foster (16, 17) caregivers. These studies have documented profound problems in the attachment relationships that young children form with caregivers following early deprivation. In addition, these children are reported to display abnormal social behavior toward adults (e.g., 18-20). Additional research has examined the social behavior of institutionalized children among their ...

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“…Research on the effects of institutionalization has consistently chronicled detrimental consequences for children (Van Ijzendoorn et al, 2011;Zeanah et al, 2009), including attachment. Although multiple investigations indicate that institutional care is associated with high rates of insecure and disorganized attachment patterns (Dobrova-Krol, Bakermans-Kranenburg, Van Ijzendoorn, & Juffer, 2010;St.…”

Section: Introductionmentioning

confidence: 99%

Inhibited attachment disordered behavior in institutionalized preschool children: links with early and current relational experiences

Corval

Belsky

Baptista

et al. 2017

Attachment & Human Development

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Inhibited attachment disordered behavior (IADB) is characterized by difficulty in establishing an attachment relationship with a primary caregiver; is associated with persistent social and emotional problems; and is observed most frequently in contexts of pathological care such as institutional rearing. Here, we seek to enhance understanding of the conditions that give rise to IADB among institutionalized children by examining prior family experiences of neglect and deprivation and concurrent relational experiences at the institution. The sample is comprised of 146 children, between 36 and 78 months. IADB was assessed using a semistructured interview administered to the child's primary caregiver. Results revealed that both pre-institutionalization experiences (e.g. parental abandonment) and current relational ones (e.g. low quality of child-caregiver relationship) predicted IADB. Findings are discussed in light of the need to promote conditions which foster the establishment and maintenance of the child's selective attachment to a caregiving figure.ARTICLE HISTORY

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Institutional Rearing and Psychiatric Disorders in Romanian Preschool Children

Abstract: Institutional rearing was associated with substantial psychiatric morbidity. Removing young children from institutions and placing them in families significantly reduced internalizing disorders, although girls were significantly more responsive to this intervention than boys.

Cited by 310 publications

References 36 publications

Serotonin transporter polymorphism moderates the effects of caregiver intrusiveness on ADHD symptoms among institutionalized preschoolers

Serotonin transporter polymorphism moderates the effects of caregiver intrusiveness on ADHD symptoms among institutionalized preschoolers

Effects of early intervention and the moderating effects of brain activity on institutionalized children's social skills at age 8

Inhibited attachment disordered behavior in institutionalized preschool children: links with early and current relational experiences

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