Abstract
BackgroundInstitutionalization is associated with a substantial developmental risk. Ethical constraints make it challenging to obtain robust empirical data on the effects of deprivation. Furthermore, because institutionalized children often face global deprivation, assessing the specific effects of psychosocial deprivation becomes difficult. Moreover, limited research exists on factors explaining interindividual differences. ObjectiveTo investigate developmental outcomes of children raised in institutions in conditions of psychosocial deprivation and to identify possible risk and protective factors at institutional and child levels. Participants and SettingSecondary analyses of data collected 1958–1961 in Switzerland in a population-based survey of institutionalized infants and toddlers. Participants (n = 332, Mage = 11.1 months, SD = 6.4, 48.2 % female, 45.3 % Swiss) were matched with a comparison group of 332 children raised in families (Mage = 10.9 months, SD = 6.2, 50.0 % female, 100 % Swiss). MethodsDevelopmental status was assessed using the standardized Brunet-Lézine Developmental Test. Additional data were obtained from administrative records and through observations. ResultsInstitutionalized children had significantly lower developmental quotients than the comparison group (d = −1.60, p < 0.001), with most prominent differences for language and social skills (d = −1.21/−1.20, p < 0.001). Within the institutionalized group, higher interaction time, higher birth weight, more regular family contact, and a shorter duration of institutionalization were associated with better developmental outcomes. ConclusionsThis study emphasizes the impact of isolated psychosocial deprivation on early development and identifies several risk and protective factors. To reduce developmental risk of institutionalization, the results are globally relevant for infants placed in institutions with comparable conditions today.
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