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 -