Psychosocial Experiences That Support Positive Self-Concept in Children with Cleft Lip and Palate Adopted From China

• Published in: The Cleft palate-craniofacial journal 2022-12, Vol.59 (12), p.1509-1519
• Main Authors: Everhart, S. A., Cochran, K. M., Lambrou, N. H., Davies, W. H., Marik, P. K.
• Format: Article
• Language: English
• Subjects: Adoption; Birth defects; Children & youth; Coping; Families & family life; Original; Pediatrics; Self esteem
• ISSN: 1055-6656; 1545-1569
• DOI: 10.1177/10556656211051222

Objective Existing psychosocial research offers little information on the unique challenges and strengths of children adopted from China with cleft lip and/or palate (CL/P). The present study aimed to understand biopsychosocial factors that support positive self-concept in this population. Design Qualitative, semistructured interviews were conducted with children and their parents. Interpretive phenomenological analysis of transcribed interviews was utilized for data analysis. Setting Participants were recruited in an outpatient, pediatric multidisciplinary cleft clinic during a standard team visit. Patients, Participants Participants were ages 8 to 12 years with a diagnosis of isolated cleft lip-palate who were internationally adopted from China before the age of 2 years and English-speaking. Participants also included English-speaking parents. Results Themes reflecting data from the child and parent subsamples include: (1) child's characteristics, (2) family strengths, (3) adoption identity, (4) cultural identity, (5) coping with a cleft, and (6) social factors. Additional 2 to 3 subthemes were identified for the parent and child subsamples within each broader theme. Conclusions Findings from this sample suggested factors supporting positive self-concept included pride and self-efficacy in activities, family support, instilment of family values, strategies for coping with a cleft, family belonging, cultural exposure, and normalization of differences. Medical providers can support patients and families by providing education on surgeries, CL/P sequelae and outcomes, and pediatric medical stress. Mental health providers can screen for social and emotional challenges and provide psychoeducation on racial/ethnic socialization, identity development, and coping.