Vital To The Adopted Adolescent's Identity Development example essay topic

Who Am I? The amount of research that has been conducted about adoptee's and their problems with identity development is enormous. Many of the researchers agree on some of the causes of identity formation problems in adolescent adoptee's, while other researchers conclude that there is no significant difference in identity formation in adoptee's as birth children. This paper will discuss some of the research which has been conducted and will attempt to answer the following questions: Do adoptee's develop identity formation difficulties during adolescence? If so, what are some of the causes of these unpredictable changes? And finally does the role of te adoptive parent play a crucial role in the adoptee's identity?

The National Adoption Center reports that fifty-two percent of adoptable children have attachment disorder symptoms. It was also found that the older the child when adopted, the higher the risk of social maladjustment (Benson, 1998). This is to say that a child who is 'adopted during infancy to a loving home, usually progress' rapidly, especially in the cognitive development' (Myers, 1999). Myers also states that 'babies reared in constitutions without the stimulation of a regular care-giver are often withdrawn, frightened even speechless. This may be due in part to the probability that an infant will learn how to trust, where as a ten-year-old may have more difficulty with this task, depending on his history " The quality of attachment and the foundational sense of basic trust that derives from it, sets the stage for significant developmental outcomes concerning the individual's sense of self participation in relationship' (McRoy 1990). Eric Erickson, a developmental theorist, discusses trust issues in his theory of development.

The first of Erickson's stages of development is Trust vs. Mistrust which takes place during infancy. A child who experiences neglect or abuse can have this stage of development severely damaged. An adopted infant may have the opportunity to fully learn trust, where as an older child may have been shuffled from foster home to foster home as an infant, thereby never learning trust. Even though Trust vs. Mistrust is a major stage of development, 'the greatest psychological risk for adopted children occurs during the middle childhood and adolescent years' (McRoy.

1990). As children grow and change into adolescents, they begin to search for an identity by finding anchoring points with which to relate. This is the fifth stage of Erickson's model, which is called Identity vs. role confusion. This is the time when 'teenagers work at refining a sense of self by testing roles and then integrating them to form a single identity, or they become confused about who they are.

The gradual re-shaping of self-definition that unifies the various selves into a consistent and comfortable sense of who one is, is an identity' (Myers. 1999). Unfortunately, adopted children do not have a biological example to which to turn (Horner & Rosenberg, 1991), unless they had an open adoption in which they were able to form a relationship with their biological families as well as their adoptive ones. Also key to the development of trust is the ability to bond with adoptive parents.

The absence of a biological bond between the adoptee and adoptive parents may cause trust issues in the adoptee (Wegar, 1995). Baran (1975) stated, 'Late adolescence... is the period of intensified identity concerns and is a time when the feelings about adoption become more intense and questions about the past increase. ' Unless the adopted child has the answers to these arising questions, identity formation can be altered and somewhat halted. McRoy. (1990) agrees with this point: Adolescence is a period when young people seek an integrated and stable ego identity.

This occurs as they seek to link their current self-perceptions with their 'self perceptions from earlier periods and with their cultural and biological heritage' (Brodzindky, 1987). Adopted children sometimes have difficulty with this task because they often do not have the necessary information from the past to begin to develop a stable sense of which they are. ' By the very institution of adoption, guilt, shame, and rejection may shape the adolescents emerging sense of self and identity' (Wegar. 1995). They often have incomplete knowledge about why they were relinquished and what their birth parents were like, and they may grieve not only for the loss of their birth parents but for the loss of part of themselves. In essence, it seems that the adolescent's identity formation is impaired because he holds the knowledge that his 'roots' or his 'essence' have been severed and remain on the unknown side of the adoption barrier.

For example, adopted persons might feel that they are missing a crucial piece of their personal history because of lack of knowledge about their birth parents and consequently might find the process of identity development longer and more complex' (McRoy. 1990). The identity struggles of the adolescent are 'part of a human need to connect with their natural clan and failure to do so may precipitate psychopathology' (Wegar, 1995). In most of the studies surveyed, the researchers are in agreement about one fact.

Vital to the adopted adolescent's identity development is the knowledge of the birth family and the circumstances surrounding the adoption. Without this information, the adolescent has difficulty deciding which family (birth or adopted) he resembles. During the search for an identity in adolescence, the child may face an array of problems including 'hostility toward the adoptive parents, rejection of anger toward the birth parents, self-hatred, trans racial adoption concerns, feeling of rootlessness... ' (McRoy. 1990).

While searching for an identity, adolescent adoptee's sometimes are involved in a behavior which psychologist's term 'family romance. ' This is not a romance in a sexual manner, but rather a romance in the sense of fantasizing about birth parents and their personal qualities. Horner and Rosenberg (1991) stated that 'the adopted child may develop a family romance in order to defend against painful facts. ' Often times, adoptee's wonder why they were adopted, and because closed-adoptions are common, the adoptee is left with many unanswered questions about the circumstances of the adoption. The adoptee may have a tendency to harbor negative feelings about himself, feeling like he was unwanted, bad, or rejected by the birth parent.

These feelings can be quite powerful, so the adoptee will engage in this family romancing behavior in order to offset the negative feelings and try to reconcile his identity crisis. This point is stressed by Horner and Rosenberg (1991) when they write, 'The painful reality to be confronted by adoptee's is that their biological parents did not want, or were unable, to find a way of keeping and rearing their own child. The children feel that they were either 'not meant to be' or 'intolerable'... ' Finding an identity, while considering both sets of parents is a difficult task for the adolescent. The adoptee does not want to hurt or offend his adoptive parents, and he also does not want to ignore what is known about his biological roots. Horner and Rosenberg (1991) write: Adoptive status may represent a developmental interference for children during adolescence.

Instead of the usual struggles over separation and the establishment of a cohesive sense of self and identity, the adopted child must struggle with the competing and conflictual issues of good and bad parents, good and bad self, and separation from both adoptive parents and images of biological parents. If all adoptions were open, the adoptee would have the ability to know about the traits of each family. He would have an easier task of forming an identity for himself, rather than struggling with the issues of to whom he can relate. If the adolescent has some information about his birth parents, such as ethnicity, socioeconomic status, and religion, Horner and Rosenberg (1991) believe that the following can happen: 'From the bits of fact that they possess, adopted children develop and elaborate explanations of their adoptions. At the same time, they begin to explain themselves, and they struggle to develop a cohesive and realistic sense of who they are and who they can become.

' It appears that if the adoptee has even a minimal amount of information about his birth parents and adoption, he will have an easier time with identity formation than an adoptee who has no information about his adoption. The adoptive parents can also play a key role in aiding in identity formation of the adopted adolescent. Much of the research I surveyed at least touched upon the role of the adoptive parents. 'Kornitzer stated that the more mysterious the adoptive parents make things for the child the more he will resort to fantasy' (Baran. 1975). This is yet another argument for open adoptions.

Again, if the child knows the circumstances of his adoption and other pertinent information about his biological roots, he will have an easier time forming an identity in adolescence. It is also noted that, 'young adoptee's are vulnerable to feeling 'different' or 'bad' due to the comments and actions of others' (Wegar, 1995). This is to say that the child will feel more accepted, and that his adoption is not a stigma if his adoptive parents have the conviction that being adopted does not make the family 'bad', and it does not mean that the adoptive parents are failures because they could not have biological children. Sometimes the negativity of adoptive parents about the circumstances of the adoption can be sensed by the adoptee, thus causing the adoptee to believe that there is something wrong with being adopted. Once again, this can cause identity development problems, especially if the adolescent believes that he is inferior or bad because he is adopted and not raised in his biological family. 'The literature on adopted children has long documented particular and sometimes intense struggles around identity formation, and suggests that in many ways adopted children follow a different developmental course from children who are raised by their biological parents' (Horner and Rosenberg, 1991).

In conclusion, it is difficult to say who is right in their beliefs about adoptee's and identity formation. The research here mostly proves that adoptee's do have quite a bit a difficulty forming an identity during adolescence, and that this difficulty can be due to a number of factors. Negative parental attitudes about adoption can have a negative affect on the adoptee. The issue of open versus closed adoptions will forever be a debate, but the research does show that the more an adoptee knows about his birth family and the circumstances surrounding his adoption, the easier it will be for him to form an identity during adolescence. Family romance, I believe is the ability to fantasize about the birth family which may be a healthy option for the adolescent who is the victim of a closed adoption.

It allows him to construct a view of what his birth family is like, and it also allows him to relieve himself of some of the internal pain, which is caused by closed adoptions. Overall, most of the literature supported the notion that adoptee's do indeed have identity formation problems.

Bibliography

Baran, A., Panno r, R., & Soro sky, A. (1975).
Identity Conflicts in Adoptees. American Journal of Orthopsychiatry, 45 (1), 18-26. Benson, P., Mcgee, M., & Sharma, A. (1998).
The Psychological Adjustment of United States Adopted Adolescents and Their Non adopted Siblings. Child Development, 69 (3), 791-802. Cote, A., Joseph, K., Kotsopoulos, S., Oke, L., Pentland, N., Sheahan, P., & Stavrakaki, C. (1988).
Psychiatric Disorders in Adopted Children: A Controlled Study. American Journal of Orthopsychiatry, 58 (4), 608-611. Horner, T., & Rosenberg, E. (1991).
Birth parent Romances and Identity Formation in Adopted Children. American Journal of Orthopsychiatry, 61 (1), 70-77. McRoy, R., Grote vant, H., Fur uta, A., & Lopez, S. (1990).
Adoption Revelation and Communication Issues: Implications for Practice. Families in Society, 71,550-557. Myers, David G. (1999).
Exploring Psychology Fourth Edition. New York, New York. Wegar, K. (1995).