Social skills of adopted Chinese girls at home and in school: Parent and teacher ratings

This study examines adopted Chinese girls' social skills at home and in school as well as the effect of pre-adoption adversity on these skills. Parent ratings of 869 girls and teacher ratings of 611 of the 869 girls were obtained using the Social Skills Rating System for parent (SSRS-P) and teacher (SSRS-T) respectively. The girls were adopted on average at 15.6 months (SD = 13.9) and were in three age groups, including preschool, elementary school, and secondary school. Data on five indicators of pre-adoption adversity (i.e., signs/symptoms, delays at adoption, initial refusal/avoidance of adoptive mothers, crying/clinging behaviors, and age at adoption) were obtained from the same adoptive parents 2 years prior. Findings suggest that both parents and teachers rated the girls as either similar to or better than US norms on the SSRS. Parent–teacher agreement on SSRS subscales was significant but modest (rs = 0.12–0.25). Two indicators of pre-adoption adversity (i.e., delays at adoption and initial refusal/avoidance of adoptive mothers) predicted poorer social skills at home; two other indicators of pre-adoption adversity (i.e., signs/symptoms and age at adoption) predicted poorer social skills in school.

► Both parents and teachers rated the girls as either similar with or better than the US norm on Social Skills Rating Systems. ► Parent–teacher agreement on SSRS subscales was significant but modest (rs = 0.12–0.25). ► Delays at adoption and refusal/avoidance at adoption predicted poorer social skills at home. ► Signs/symptoms and age at adoption predicted poorer social skills in school.