DOCSLIB.ORG

Parenting Your Adopted Preschooler

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Parenting Your Adopted Preschooler FACTSHEETS FOR FAMILIES | OCTOBER 2020 Parenting Your Adopted Preschooler Children ages 3 to 5 are limited in how much WHAT'S INSIDE they can understand about adoption. Like all young children, adopted children are naturally Adoption and child development curious and may ask many questions. They are also growing and changing rapidly. As their abilities develop, so will their understanding Behavioral and mental health concerns of their place in their families and communities. These early years are a good time for you to start talking about adoption Discipline considerations in a positive and relaxed manner. Beginning this practice sooner rather than later will help set the stage for open communication and Talking openly about adoption healthy development as your child grows. This factsheet is designed to help you Additional resources understand the impact of adoption on your preschooler’s development and provide practical strategies to build a warm and loving Conclusion relationship with your child based on honesty and trust. This factsheet can serve as a reference during your child’s preschool years. Children’s Bureau/ACYF/ACF/HHS | 800.394.3366 | Email: [email protected] | https://www.childwelfare.gov 1 ADOPTION AND CHILD EFFECTS OF EARLY EXPERIENCES ON DEVELOPMENT DEVELOPMENT It is important to understand the typical Children's brains grow rapidly during the developmental tasks and needs of first years of life and are shaped by their preschoolers, as well as how adoption-related experiences, both good and bad. When experiences may affect them. This will help the brain is stimulated in positive ways, you better meet your child’s needs, promote a connections related to those experiences closer relationship, and identify and address form (for example, talking and singing with any potential developmental delays. and reading to your child helps develop the connections related to language). Negative PRESCHOOL DEVELOPMENT life experiences—such as maltreatment, involvement with the child welfare system, Preschoolers don’t need special classes or and institutionalization—also impact brain expensive toys to learn and grow. Simple functioning and are risk factors for cognitive, everyday interactions, such as singing, emotional, social, health, and developmental talking, touching, rocking, and reading, delays. They may also cause sensory- can help create a bond with your child and processing issues, where children can be support healthy growth. Being aware of either sensory seeking or sensory avoiding as key milestones and typical behaviors that a means of calming their nervous systems. can surface in young children can help you better understand your child’s development GAPS IN DEVELOPMENT and emotions. The following resources offer positive parenting tips, information on safety Children who spent a lot of time in an and health, and more. institution and/or who experienced maltreatment may not have learned how to "Adoption: Developmental Ages and Stages", communicate well or express their feelings. a webinar from the Quality Improvement Young children in institutional care (e.g., Center for Adoption and Guardianship orphanages) are at risk for delays in mental, Support and Preservation social, and physical growth. They also Preschoolers (3–5 Years of Age)— may have challenges processing sensory Developmental Milestones, a Centers for information or with balance and movement. If Disease Control and Prevention (CDC) this was your child’s experience, your child’s webpage developmental age may fall short of his or her chronological age, and it may be helpful Preschooler Development, a National to think of your child as being younger. This Library of Medicine webpage reduces expectations that can frustrate a Understanding Developmental Stages and child or damage his or her self-esteem. Adoption and Developmental Stages, two sections on the Child Welfare Information Gateway website Children’s Bureau/ACYF/ACF/HHS | 800.394.3366 | Email: [email protected] | https://www.childwelfare.gov 2 For more information, see the CDC webpage on developmental disabilities and the Information While access to your child's background Gateway webpage, Postpermanency Services and medical history is essential, detailed for Children With Disabilities. information is not always readily available for a variety of reasons. For help in BEHAVIORAL AND MENTAL retrieving important details about your HEALTH CONCERNS child, consult Information Gateway's Preschool-age adopted children, like all young Obtaining Background Information children, may wrestle with a host of behavioral on Your Prospective Adopted Child and mental health issues that impact their and Providing Adoptive Parents With behaviors and emotions. Understanding the Information About Adoptees and Their experiences and emotions behind the behaviors Birth Families. can help you respond appropriately and, in turn, help your child. It is important not to take these behaviors personally but also to understand that how you react to a child's behaviors and If you notice significant delays, loss of previous emotions can cause them to escalate or calm skills, or extreme behavior, contact your child's down. This section explores some of the doctor. You should also report if your child has experiences and conditions that can trigger excessive reactions to touch, light, sounds, certain emotions or behaviors. and motion. A medical professional can help assess your child's development and determine ADOPTION-RELATED LOSS AND GRIEF if serious delays exist. Under Federal law, a young child who might have a physical, sensory, Without the proper interventions or counseling, mental, or emotional disability is guaranteed children who experience separation from their the right to an assessment. If your child receives birth parents may feel an unresolved sense Medicaid, screening is free through the Early of grief that can persist into adulthood. Even Periodic Screening, Diagnosis, and Treatment children adopted as infants will experience program. If you disagree with your professional, grief about the loss of their birth parents and seek a second opinion or press for further a potential life with them. These feelings may testing. recur as they age, particularly at milestones in life, even when the adoption was a positive If your child is found to have a disability, he experience. Unresolved grief can affect a child’s or she might be eligible for early childhood emotional and mental development. special education. This can include speech therapy, occupational or physical therapy, and Children adopted as preschoolers often feel sad counseling. Some services can be provided at or angry about their separation from the people home, while others may be offered at a child they remember. This may include birth family development center. For information about early members, foster parents, and/or brothers and developmental and behavioral screening, visit sisters. Young children may experience grief the U.S. Department of Education's webpage and need to mourn and work through loss. You Birth to 5: Watch Me Thrive: Promoting Early can help your child by answering questions Developmental and Behavioral Screening. honestly, accepting their feelings, and helping Children’s Bureau/ACYF/ACF/HHS | 800.394.3366 | Email: [email protected] | https://www.childwelfare.gov 3 them remember important people in their past. It is important to accept sadness as a normal part of a child’s coming to terms Related Information Gateway Resources with adoption, and you should avoid rushing him or her through it. If, however, your Finding and Working With Adoption- preschooler seems sad or angry much of the Competent Therapists (Factsheets for time, seek help. Extreme behaviors or moods Families) (control issues, withdrawal, apathy, extreme The Impact of Adoption (Factsheets for fearfulness, poor appetite, aggressiveness) Families may result from unresolved grief or may Helping Adopted Children Cope With be signs of untreated trauma. If your child Grief and Loss (webpage) shows these behaviors, look for an adoption- competent therapist or counselor who specializes in young children. Ask other adoptive parents for recommendations early lives are harsh and/or unpredictable whenever possible. In many cases, anger may not be able to develop the trust needed and difficult behaviors subside in time, after for healthy coping skills. Sexual abuse can children have vented or worked through their have an especially negative impact on young emotions. children by altering a child’s understanding of appropriate roles and relationships. Physical Learning to be comfortable with your own abuse and harsh physical punishment may feelings about adoption and why you chose affect how a child responds to discipline. to adopt (e.g., infertility), and being honest about your sadness over missing out on your TRAUMA child’s earliest experiences, can help to create Trauma is an emotional response to a stressful a positive and significant bond with your experience (such as child abuse, neglect, adopted child. You may acknowledge your institutionalization, and multiple placements) own sadness by saying something like, "I'm that threatens or causes harm. Depending sad, too, that I didn’t get to be with you when on individual temperament, resilience, and you were just a little baby, but I’m happy that the nature of the trauma experience, trauma your birth mother (and father) had you and can overwhelm a child’s natural ability to that you came to live with me, and now
Load more

Recommended publications
  • Integrating Play and Family Therapies to Help Children with Anxiety
    Integrating Play and Family Therapies to Help Children with Anxiety | EMAN TADROS, MS, MFT 16 | PLAYTHERAPY | March 2018 | www.a4pt.org COMMENTS BY CLINICAL EDITOR: Suggestions for helping children with anxiety through family play therapy. raditional family therapy approaches are significantly Combining Play and Family Therapies geared more towards adolescents and adults, though Keith and Whitaker (1981) posited that there are many parallels Lund, Zimmerman, and Haddock (2002) argued that between the process of play therapy and family therapy, notably, family therapy “can become child friendly with a little that structure is critical, scope is increased through magic and adaptation and creativity” (p. 448). Lund and colleagues rituals, play constantly weaves the symbolic and the real, and body (2002) reported many barriers that prevent therapists language is always implicit. They proposed that play therapy utilizes from including young children in family therapy, including a belief T a “parental surrogate” to help children adjust on biopsychosocial that it was acceptable to exclude children from family therapy levels to different settings in their world, such as home, school, sessions if the therapist was uncomfortable with their presence. and playground (Keith & Whitaker, 1981, p. 244). Play therapists are Willis, Walters, and Crane (2014) offered that marriage and family already familiar with how the interplay between symbolic and real therapists (MFT) “tend to view child-focused work as the realm is freely exhibited in the child’s self-expression (Landreth, 2012), as of child or play therapists rather than family therapists” (p. 288). well as how structure is crucial to the process in both directive and I would argue that child-focused work is the duty of all therapists non-directive approaches.
    [Show full text]
  • Play Parent Workbook
    PL Physical Literacy AY Assessment for Youth CS4L PHYSICAL LITERACY parentCS4L PLAYparent Workbook 1 TABLE OF CONTENTS What is Physical Literacy? 4 What is PLAY? 5 What is PLAYparent? 6 PLAYparent Workbook 7 Physical Literacy Visual Analog Scale (VAS) 8 Cognitive Domain: Confdence, Motivation and Comprehension 9 Framework 9 Question 1. Confdence to participate in physical activity and sport 9 Question 2. Motivation to participate in physical activity and sport 10 Question 3. Understands movement terms like skip, gallop, hop and jump 10 Question 4. Desire to participate in activities alone 11 Question 5. Desire to participate in activities with others or in groups 11 Question 6. Knowledge related to healthy physical activity 12 Scoring & Calls-to-action 13 Motor Competence 14 Locomotor 14 Framework 14 Question 7. Coordination when moving 14 Question 8. Safety while moving in the environment relative to others 15 Question 9. Number of movement skills acquired 15 Question 10. Ability to balance during movement 15 Question 11. Ability to run 16 Question 12. Ability to start, stop and change directions 16 Scoring & Calls-to-action 17 Object Control 18 Framework 18 Question 13. Ability to use hands to throw, catch and carry objects 18 Question 14. Ability to use feet to kick or move objects 19 Question 15. Left side is as capable as the right side 19 Scoring & Calls-to-action 21 Environment 22 Framework 22 Question 16. Amount of participation in water activities 22 Question 17. Amount of participation in indoor activities 22 Question 18. Amount of participation in outdoor activities 23 Question 19.
    [Show full text]
  • Attachment in the Classroom
    Educ Psychol Rev (2009) 21:141–170 DOI 10.1007/s10648-009-9104-0 REVIEW ARTICLE Attachment in the Classroom Christi Bergin & David Bergin Published online: 21 May 2009 # Springer Science + Business Media, LLC 2009 Abstract Attachment influences students’ school success. This is true of students’ attachment to their parents, as well as to their teachers. Secure attachment is associated with higher grades and standardized test scores compared to insecure attachment. Secure attachment is also associated with greater emotional regulation, social competence, and willingness to take on challenges, and with lower levels of ADHD and delinquency, each of which in turn is associated with higher achievement. These effects tend to be stronger for high-risk students. In this era of accountability, enhancing teacher–student relationships is not merely an add-on, but rather is fundamental to raising achievement. Understanding the role of attachment in the classroom will help educators be more effective, particularly with challenging students. Twelve suggestions to improve teacher–student relationships and school bonding are provided. Keywords Attachment . Achievement . School bonding . Teacher–student relationship Children’s socioemotional well-being is critical to school success, and attachment is the foundation of socioemotional well-being. Because of this, educators—from preschool to high school—can be more effective if they understand how attachment influences their students. Attachment influences school success through two routes: indirectly through attachment to parents, and directly through attachment to teachers and schools. In this article, we briefly review basic attachment concepts for readers who are not familiar with attachment research. We then show how attachment to parents is linked to school success, and we summarize the limited research on attachment-like relationships with teachers.
    [Show full text]
  • Active Play: Simple Games and Activity Ideas
    Active Play: Simple Games and Activity Ideas Children have different needs and abilities depending upon their age. Children need a safe environment that promotes and encourages their physical, intellectual, emotional and social growth. Keep the ages and needs of the children in your care in mind when planning games and activities. Younger children have shorter attention spans, and are just learning how to coordinator their bodies, while older children may get bored with not enough of a “challenge” in the game or activities. Read more about children’s developmental ages and stages: Growth and Development Child’s Development Ages & Stages Go, Go, Stop Pick a leader, and start and end spots. Have children line up at the start and the leader stand at the end with his back to the children. The object is to get to the end where the leader is. Have the leader yell go, go, go for a few seconds (i.e., 2 second, 10 seconds, etc.) and then yell stop. All children stop and freeze. If the leader turns around and sees any child moving, that child has to go back to the starting spot. The game ends when a child touches the leader. Follow the Leader To begin the game, you may want an adult to lead. Children line up behind the leader. The leader decides the actions for children to follow. The children mimic the leader's actions. Any players who fail to follow or do what the leader does are out of the game. Change leaders and give every child time to lead the others.
    [Show full text]
  • Recognizing Child Abuse: What Parents Should Know
    Prevent Child Abuse America 500 North Michigan Avenue Suite 200 Chicago, IL 60611.3703 312.663.3520 tel 312.939.8962 fax www.preventchildabuse.org Recognizing Child Abuse: What Parents Should Know The first step in helping abused children is learning to recognize the symptoms of child abuse. Although child abuse is divided into four types -- physical abuse, neglect, sexual abuse, and emotional maltreatment -- the types are more typically found in combination than alone. A physically abused child for example is often emotionally maltreated as well, and a sexually abused child may be also neglected. Any child at any age may experience any of the types of child abuse. Children over age five are more likely to be physically abused and to suffer moderate injury than are children under age five. 1. Recognizing Child Abuse 2. Signs of Physical Abuse 3. Signs of Neglect 4. Signs of Sexual Abuse 5. Signs of Emotional Maltreatment RECOGNIZING CHILD ABUSE Experienced educators likely have seen all forms of child abuse at one time or another. They are alert to signs like these that may signal the presence of child abuse. The Child: • Shows sudden changes in behavior or school performance; • Has not received help for physical or medical problems brought to the parents' attention; • Has learning problems that cannot be attributed to specific physical or psychological causes; • Is always watchful, as though preparing for something bad to happen; • Lacks adult supervision; • Is overly compliant, an overachiever, or too responsible; or • Comes to school early, stays late, and does not want to go home.
    [Show full text]
  • Scaling-Up Playful Parenting
    SCALING-UP PLAYFUL PARENTING The LEGO Foundation and UNICEF in partnership with the Early Childhood Development Action Network (ECDAN), Africa Early Childhood Network (AfECN), International Step by Step Association (ISSA) and Aga Khan Development Network (AKDN) Parents and primary caregivers have an important role to play in their children’s development. Their responsive caregiving sets a critical trajectory for brain growth in young children, which lays a solid foundation for healthy development and lifelong learning. Evidence from a range of countries shows that when caregivers engage in quality play and reading with their children, it can result in improved learning outcomes that persist throughout the life course. On October 29th, 2019, the LEGO Foundation announced a new partnership with UNICEF to scale parenting interventions that promote playful interactions, increase global knowledge and buy-in for playful parenting programs, and bolster primary caregivers’ demand for playful learning during the early years. This partnership aligns with the Foundation’s 2019 commitment which pledged to bring to scale impactful programs that support parents and caregivers to strengthen their children’s development through play. While ample evidence confirms the benefits of Playful Parenting programs, such efforts have rarely expanded beyond the local level. The LEGO Foundation, by way of its Playful Parenting initiative, is investing in bringing programs to scale and developing learning to help ensure sustainability and continued expansion. “Stimulating
    [Show full text]
  • Strategies for Parenting Children with Difficult Temperament
    Strategies for Parenting Children with Difficult Temperament by Karen Stephens Children are born with an inborn temperament, a preferred style of relating to people and events. Temperament is indicated by behavior that clusters into three categories: easy, slow-to-warm up, and difficult. No category makes a child good or bad. They merely describe a child’s response patterns. Some children (approximately 10-20%) are born with “difficult temperament.” Traits include: high, often impulsive activity level; extra sensitive to sensory stimulation; overwhelmed by change in routines and new experiences; intense, inflexible reactions; easily distracted or incredibly focused; adapt slowly to change, not able to calm themselves well; irregular biological rhythms, such as hunger/sleep schedules; rapid, intense, mood swings resulting in acting out or withdrawing completely. Your discipline interactions can clue you into your child’s temperament. Parents struggling with difficult temperament say they continually remind and nag; name-call, yell, bribe, plead, make empty threats; give into power-struggles; feel as if their child “calls all the shots”or “rules the roost”; over-react; argue with co-parent over discipline; or give up trying to discipline at all. None of those characteristics make life easy, for kids or parents. But children with difficult temperament can learn to cope with their sensitivities. If they don’t learn, Your they can become confused, frustrated, and hopeless. In addition, they will most likely have to endure constant negative feedback which creates a vicious cycle of discouragement. discipline Children with difficult temperament do require extra time, guidance, and patience. But all children can be raised to be well-adjusted people with positive self esteem.
    [Show full text]
  • Parenting Conduct Order
    AOC-242 Doc. Code: PCO ALTH OF WE K N E N O T Case No. ____________________ Rev. 2-20 M U C M K O Y C lex et Page 1 of 2 justitia C Court ________________________ O E U C I R T T O F J U S Commonwealth of Kentucky County ______________________ Court of Justice www.kycourts.gov Division ______________________ FCRPP 2(5)(b), Appendix B PARENTING CONDUCT ORDER IN RE THE MARRIAGE OF: PETITIONER (Print name of Petitioner) and RESPONDENT (Print name of Respondent) Pursuant to FCRPP 2(5)(b), the Court (check one): q sua sponte, OR q on motion of q Petitioner q Respondent, HAVING FOUND that it is in the best interest of the child(ren), and absent any court order to the contrary, HEREBY ORDERS that the parent(s) or legal custodian(s) of the child(ren) SHALL NOT: (Check all that apply) 1. q Permit or encourage the child to refer to someone other than the child's actual parents as "father," "mother," "mom," or "dad." 2. q Change the child's surname without written permission from the child’s parent(s). 3. q Fail as soon as practical to notify the other parent or custodian of a medical or psychiatric emergency involving the child which requires professional treatment. 4. q Ask the child questions about events and activities at the other parent’s or custodian's home. 5. q Ask the child to keep secrets from a parent or custodian. 6. q Discuss litigation between parents or custodians and, in particular, shall not ask the child to choose with whom he/ she wants to live or spend more time with.
    [Show full text]
  • Co-Parenting Communication Guide
    Co-Parenting Communication Guide © 2011 by the Arizona Chapter of the Association of Family and Conciliation Courts Co-Parenting Communication Guide © 2011 by the Arizona Chapter of the Association of Family and Conciliation Courts This Co-Parenting Communication Guide was developed by the Arizona Chapter of the Association of Family and Conciliation Courts (AzAFCC) for complimentary distribution for educational purposes. The guide is not to be redistributed, reproduced, renamed or reused without acknowledged authorship by the AzAFCC. The guide is not to be sold or otherwise used for commercial purposes. Communication Is Essential for Co-Parenting On a regular and ongoing basis, co-parents will need to exchange information about their child(ren). This guide provides tools, tips and good practices for co-parents to follow to communicate with one another. Use these two best practices as an overall guide for all your co-parenting communication. The #1 Best Practice: ACT To avoid problems, parents should provide parenting information to one another. The information should be Accurate Parents don’t always agree but.... Complete Parents may not always agree about which parent has the right to certain Timely information. If you’re in doubt, follow What if the Court restricts my contact with the other parent? The #2 Best Practice: Even if the Court has restricted the Golden Rule your contact with the other parent, you will still need to regularly Always provide the other exchange information about your parent information that child(ren). You’ll need to exchange you expect that parent to it in such a way that’s consistent give to you.
    [Show full text]
  • IS NATURE OR NURTURE to BLAME? NO, IT’S the BRAIN! Revista Iberoamericana De Psicología Del Ejercicio Y El Deporte, Vol
    Revista Iberoamericana de Psicología del Ejercicio y el Deporte ISSN: 1886-8576 [email protected] Universidad de Las Palmas de Gran Canaria España Barreiros, André; Abreu, Ana Maria SPORTS EXPERTISE: IS NATURE OR NURTURE TO BLAME? NO, IT’S THE BRAIN! Revista Iberoamericana de Psicología del Ejercicio y el Deporte, vol. 12, núm. 2, 2017, pp. 307-312 Universidad de Las Palmas de Gran Canaria Las Palmas de Gran Canaria, España Available in: http://www.redalyc.org/articulo.oa?id=311151242014 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative REVISTA IBEROAMERICANA DE PSICOLOGÍA DEL EJERCICIO Y EL DEPORTE Vol. 12 nº 2 pp. 307-312 ISSN 1886-8576 SPORTS EXPERTISE: IS NATURE OR NURTURE TO BLAME? NO, IT’S THE BRAIN! André Barreiros1,2 & Ana Maria Abreu3 Universidade Lusófona do Porto1, Portugal; Universidade do Porto2, Portugal; Universidade Europeia, Laureate International Universities3, Lisboa, Portugal ABSTRACT: For long, people have wondered about the reasons for the superior performance of elite athletes. As it seems, researchers have been divided between reasons that pertain to nature and those that pertain to nurture. More recently, more complex interactionist theories have come to light. These theories posit that both genes and environment contribute to the development of motor expertise in a non-linear way. It is possible that this discussion might never be resolved. Here, we propose that instead of concentrating on the reasons “why”, we concentrate on the “how”, i.e., brain function associated to motor expertise.
    [Show full text]
  • Transracial Parenting in Foster Care and Adoption
    Transracial Parenting in Foster Care & Adoption - Strengthening Your Bicultural Family This guidebook was created to help parents and children in transracial homes learn how to thrive in and celebrate their bicultural family; and for children to gain a strong sense of racial identity and cultural connections. 1 Transracial Parenting in Foster Care & Adoption - Strengthening Your Bicultural Family 2 Transracial Parenting in Foster Care & Adoption - Strengthening Your Bicultural Family Table of Contents: Page # INTRODUCTION 4 A TRANSRACIALLY-ADOPTED CHILD’S BILL OF RIGHTS 5 TRANSRACIAL PARENTING PLEDGE 6 WHAT DOES IT MEAN TO BE A TRANSRACIAL FAMILY? 7 HOW FAR HAVE WE COME? THE HISTORY OF TRANSRACIAL FAMILIES 8 - 10 GENERAL PARENTING TASKS FOR TRANSRACIAL PARENTS 11 - 14 HOW TO CONNECT YOUR CHILD TO THEIR CULTURE - 15 - 16 AND HOW TO BECOME A BICULTURAL FAMILY THE VOICES OF ADULT TRANSRACIAL ADOPTEES 17 - 24 RACISM AND DISCRIMINATION – FOSTERING RACIAL COPING SKILLS 25 - 28 ANSWERING TOUGH QUESTIONS 28 - 29 SKIN CARE & HAIR CARE 30 - 32 RESOURCES 33 - 46 General Transracial Resources Online Help, Books, Videos, Toys & Dolls Organizations & Internet Resources Cultural Camps African American Resources Asian American Resources Native American Resources Hispanic Resources European American Resources Arab American Resources Language & Self-assessment tools 3 Transracial Parenting in Foster Care & Adoption - Strengthening Your Bicultural Family INTRODUCTION According to transracial adoption expert Joseph Crumbley, all foster children, whether in a transracial placement or not, worry “Will I be accepted in this home, even if I am from a different (biological) family?” Children in transracial homes also worry “Will I be accepted even if I’m from a different race?” This booklet will help you understand the importance of race and culture for your family; and share helpful hints, parenting tips and resources for you on the culturally rich journey of transracial parenting.
    [Show full text]
  • Effects of the 2010 Civil Code on Trends in Joint Physical Custody in Catalonia
    EFFECTS OF THE 2010 CIVIL CODE ON TRENDS IN JOINT PHYSICAL CUSTODY IN CATALONIA. A COMPARISON WITH THE Document downloaded from www.cairn-int.info - Universitat Autònoma de Barcelona 158.109.138.45 09/05/2017 14h03. © I.N.E.D REST OF SPAIN Montserrat Solsona, Jeroen Spijker I.N.E.D | « Population » 2016/2 Vol. 71 | pages 297 - 323 ISSN 0032-4663 ISBN 9782733210666 This document is a translation of: -------------------------------------------------------------------------------------------------------------------- Montserrat Solsona, Jeroen Spijker, « Influence du Code civil catalan (2010) sur les décisions de garde partagée. Comparaisons entre la Catalogne et le reste de Espagne », Population 2016/2 (Vol. 71), p. 297-323. -------------------------------------------------------------------------------------------------------------------- Available online at : -------------------------------------------------------------------------------------------------------------------- http://www.cairn-int.info/article-E_POPU_1602_0313--effects-of-the-2010-civil-code- on.htm -------------------------------------------------------------------------------------------------------------------- How to cite this article : -------------------------------------------------------------------------------------------------------------------- Montserrat Solsona, Jeroen Spijker, « Influence du Code civil catalan (2010) sur les décisions de garde partagée. Comparaisons entre la Catalogne et le reste de Espagne », Population 2016/2 (Vol. 71), p. 297-323. --------------------------------------------------------------------------------------------------------------------
    [Show full text]