Experiences of Adoption Disruption: Parents’ Perspectives

ABSTRACT

Context

Adoption can provide a lifetime of benefits for children. Some adoptions however, experience severe challenges resulting in disruption, with children leaving home prematurely.

Method

This qualitative study in Northern Ireland used interviews with parents from thirteen families whose adoptions had disrupted, to explore their perspective on the experience.

Findings

Key findings focused on issues relating to firstly, the adopted child; secondly, adoption services; and finally, the parents and other family members. The impact of early adverse experiences on the children (developmental trauma) played out through behaviours, often violent, that their parents found extremely challenging. These increased as the children aged and had serious effects on family life. The adoptive parents thought they could have been better prepared through the adoption process to face challenging behaviours and more appropriately supported to prevent disruption. When their adopted child was admitted to state care, the parents typically felt initial relief but also guilt and loss. After the child had left home, they generally wished for more involvement with him or her despite the difficulties experienced.

Discussion

This study confirmed previous findings about the extent of trauma experienced by some adoptive children, and the challenges that this may present to the adoptive parents. It highlighted how the manifestation of the trauma experienced by the child may lead to adoptive parents themselves experiencing primary or secondary trauma or compassion fatigue (defined in the Discussion section below) or a combination of all three. The preparation of adoptive parents should include greater awareness of possible challenges, and how to cope with these. The development of trauma-informed approaches to practice and service delivery is required to support families with adopted children more effectively. Co-production models for service development may assist in addressing the types of issues identified in post-adoption support services.

KEYWORDS:

• Adoption disruption
• parenting
• risk
• breakdown
• trauma

Acknowledgements

The authors would like to acknowledge the adoptive parents who generously shared their experiences during the research; Adoption UK for enabling access to them; the Health and Social Care Board (HSCB) who funded this study and for their inspiration, expertise and support. Special thanks to my practice assessor Una Lernihan at the HSCB; the teaching team at Ulster University (UU)—Professor Brian Taylor, Anne McGlade, Dr. Campbell Killick, Roslyn Doherty, Johanna O’Shea and Dr. Paul McCafferty, and finally to the group of fellow students on the Research Methods programme at Ulster University for all their help and encouragement.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Elizabeth Lyttle

Elizabeth Lyttle is an adopter and foster carer. She has been an educator of primary school children and adults and more recently supported adoptive families through a variety of roles with Adoption UK. She has an MSc in the Development and Co-Production of Social Care Research from Ulster University.

Paul McCafferty

Paul McCafferty is a lecturer in social work at Ulster University. Professionally qualified in social work and teaching, Dr. McCafferty spent 12 years as a social work practitioner and senior manager and a further 13 years in social work training and education. Paul's research and teaching interests are in social work theory, risk assessment, professional judgement, decision making, the use of knowledge to inform practice and children's rights.

Brian J. Taylor

Brian J. Taylor is Professor of Social Work at Ulster University. Professionally qualified in social work and teaching, Professor Taylor spent 10 years as a practitioner and manager, and then 15 years in social work training and education. Brian's research and teaching interests are in professional judgement, decision making, assessment tools and processes, risk (assessment, communication and management) and use of knowledge to inform practice.