Learning Objective #1: The learner will be able to identify risk factors to the development of children adopted from the former Soviet Union.

Learning Objective #2: The learner will be able to identify how specific aspects of adoptive family environment benefit children who were institutionalized during infancy.

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Adoptive Families Create Environments for Resilience for Children Adopted from the Former Soviet Union: A Mid-Adolescent Follow-up Objective: To evaluate the impact of family environment on the competence of children adopted from Russia. Design and Sample: A cohort of 105 children adopted by U.S. families has been followed prospectively since 1998. These children have experienced multiple early adversities. At time I (n=105; mean age 7.7 years), risk factors included prenatal alcohol exposure (41%), institutionalization during sensitive developmental periods (100%), and abuse (57%) were described. Concepts and Variables Studied Together: We examined the impact of family environment as a predictor of child academic, social and conduct competence. Methods: Mailings were sent to adoptive families recruited from five adoption agencies in 1997-98 inviting them to participate in an initial study and follow-up study seven years later. Data were collected via telephone and mail survey. Thirty families participated in the follow-up study in mid-adolescence with 25 completing all questionnaires. Findings: Scores on family environment subdomains remained positive and essentially unchanged. At mid-adolescence (n=30; mean age of children, 15.1), outcomes in social and conduct competence had improved but the academic competence measure declined slightly. Many children continue to face academic challenges; 13 children were described by their parents as having reading abilities below grade level and 57% received special services such as speech therapy and supplemental reading, math, and science support. Multiple regression analysis of total competence showed two significant predictors: birth weight and family environment (cohesion), resulting in a significant model fit (R2=.398, adjusted R2=.344). Conclusions: Many children face academic challenges: 56% read below grade level. However, given the positive and supportive family environment, social and conduct competence continues to improve. Implications: Adoptive family environment makes a significant difference in child competence for children adopted from the former USSR.