The development of children placed into different types of Russian families following an institutional intervention

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The development of children placed into different types of Russian families following an institutional intervention. / McCall, R. B.; Muhamedrahimov, R. J.; Groark, C. J.; Palmov, O. I.; Nikiforova, N. V.; Salaway, J. L.; Julian, M. M.

In: International Perspectives in Psychology: Research, Practice, Consultation, Vol. 5, No. 4, 2016, p. 255-270.

Research output: Contribution to journal › Article › peer-review

Author

McCall, R. B. ; Muhamedrahimov, R. J. ; Groark, C. J. ; Palmov, O. I. ; Nikiforova, N. V. ; Salaway, J. L. ; Julian, M. M. / The development of children placed into different types of Russian families following an institutional intervention. In: International Perspectives in Psychology: Research, Practice, Consultation. 2016 ; Vol. 5, No. 4. pp. 255-270.

BibTeX

@article{db8c54d9036b492caf0ab243f7e3ec3f,

title = "The development of children placed into different types of Russian families following an institutional intervention",

abstract = "This study examined whether interventions in Russian Baby Homes promoting warm, sensitive, and responsive caregiver-child interactions and relationships would be associated with advantages in those children{\textquoteright}s behavior years after they transitioned to family care. Children (N = 135) who had resided for at least 3 months (M = 13.8 months) in 1 of 3 intervention institutions were subsequently placed in Russian families (relatives or nonrelatives) for at least 1 year (M = 33.5 months). When children were 1.5 to 10.8 years of age, parents provided ratings of attachment, indiscriminate friendliness, executive functioning, social-emotional development, and behavior problems. Despite very substantial differences in the developmental status of children at departure from the 3 institutions, there were fewer than expected significant differences between children from the 3 institutions at follow-up or as a function of being placed with relatives or nonrelatives. Specifically, children reared in the most improved institu",

author = "McCall, {R. B.} and Muhamedrahimov, {R. J.} and Groark, {C. J.} and Palmov, {O. I.} and Nikiforova, {N. V.} and Salaway, {J. L.} and Julian, {M. M.}",

year = "2016",

doi = "10.1037/ipp0000060",

language = "English",

volume = "5",

pages = "255--270",

journal = "International Perspectives in Psychology: Research, Practice, Consultation",

issn = "2157-3883",

publisher = "American Psychological Association",

number = "4",

}

RIS

TY - JOUR

T1 - The development of children placed into different types of Russian families following an institutional intervention

AU - McCall, R. B.

AU - Muhamedrahimov, R. J.

AU - Groark, C. J.

AU - Palmov, O. I.

AU - Nikiforova, N. V.

AU - Salaway, J. L.

AU - Julian, M. M.

PY - 2016

Y1 - 2016

N2 - This study examined whether interventions in Russian Baby Homes promoting warm, sensitive, and responsive caregiver-child interactions and relationships would be associated with advantages in those children’s behavior years after they transitioned to family care. Children (N = 135) who had resided for at least 3 months (M = 13.8 months) in 1 of 3 intervention institutions were subsequently placed in Russian families (relatives or nonrelatives) for at least 1 year (M = 33.5 months). When children were 1.5 to 10.8 years of age, parents provided ratings of attachment, indiscriminate friendliness, executive functioning, social-emotional development, and behavior problems. Despite very substantial differences in the developmental status of children at departure from the 3 institutions, there were fewer than expected significant differences between children from the 3 institutions at follow-up or as a function of being placed with relatives or nonrelatives. Specifically, children reared in the most improved institu

AB - This study examined whether interventions in Russian Baby Homes promoting warm, sensitive, and responsive caregiver-child interactions and relationships would be associated with advantages in those children’s behavior years after they transitioned to family care. Children (N = 135) who had resided for at least 3 months (M = 13.8 months) in 1 of 3 intervention institutions were subsequently placed in Russian families (relatives or nonrelatives) for at least 1 year (M = 33.5 months). When children were 1.5 to 10.8 years of age, parents provided ratings of attachment, indiscriminate friendliness, executive functioning, social-emotional development, and behavior problems. Despite very substantial differences in the developmental status of children at departure from the 3 institutions, there were fewer than expected significant differences between children from the 3 institutions at follow-up or as a function of being placed with relatives or nonrelatives. Specifically, children reared in the most improved institu

U2 - 10.1037/ipp0000060

DO - 10.1037/ipp0000060

M3 - Article

VL - 5

SP - 255

EP - 270

JO - International Perspectives in Psychology: Research, Practice, Consultation

JF - International Perspectives in Psychology: Research, Practice, Consultation

SN - 2157-3883

IS - 4

ER -

ID: 7605174