In a previous study, Palacios et al. (2013) explored the social competence of international adoptees, institutionalized children and a community group of peers during early childhood, mean age 6.5 years. As reported by caregivers and teachers, institutionalized children were found to have lower social skills than children growing up in family contexts. This paper presents the longitudinal follow-up of these 3 groups of children at a mean age of 11 years, as well as between-group and cross-informant comparisons in the second wave of the study. Parents/caregivers and teachers rated the children's social skills, while their sociometric status was reported by teachers. Adoptive parents reported normative social skills in their children, while teachers offered a more negative view. Institutionalized children scored significantly lower than the community group, from caregivers’ and teachers’ perspectives. The probability of having a good friend was statistically similar in all 3 groups, although adoptees tended to have a more negative sociometric status. Compared with the previous data collection, teachers reported a significant decrease in social skills for the adopted group, while the social difficulties remained stable over time in the institutionalized group. This study highlights the importance of studying social competence from a developmental and multi-contextual perspective, especially among children exposed to experiences of early adversity.

在之前的一项研究中，Palacios 等人。（2013 年）探讨了国际收养者、机构化儿童和社区同龄人在幼儿期（平均年龄 6.5 岁）的社会能力。正如照料者和教师所报告的那样，被收容的儿童被发现比在家庭环境中长大的儿童具有较低的社交技能。本文介绍了这 3 组平均年龄为 11 岁的儿童的纵向随访，以及第二波研究中的组间和交叉信息比较。父母/照顾者和老师对孩子的社交技能进行评分，而他们的社会计量状态则由老师报告。养父母报告了他们孩子的规范社交技能，而老师则给出了更负面的看法。从照顾者和教师的角度来看，机构化儿童的得分明显低于社区群体。在所有 3 组中，拥有好朋友的概率在统计上相似，尽管被收养者的社会地位往往更为消极。与之前的数据收集相比，教师报告收养组的社交技能显着下降，而机构化组的社交困难随着时间的推移保持稳定。这项研究强调了从发展和多情境的角度研究社会能力的重要性，尤其是在接触过早期逆境经历的儿童中。尽管被收养者往往具有更消极的社会地位。与之前的数据收集相比，教师报告收养组的社交技能显着下降，而制度化组的社交困难随着时间的推移保持稳定。这项研究强调了从发展和多情境的角度研究社会能力的重要性，尤其是在接触过早期逆境经历的儿童中。尽管被收养者往往具有更消极的社会地位。与之前的数据收集相比，教师报告收养组的社交技能显着下降，而制度化组的社交困难随着时间的推移保持稳定。这项研究强调了从发展和多情境的角度研究社会能力的重要性，尤其是在接触过早期逆境经历的儿童中。