Department of Pediatrics, University of California San Diego School of Medicine, San Diego, California, USA.
J Dev Behav Pediatr. 2013 Jan;34(1):52-3; discussion 53-5. doi: 10.1097/DBP.0b013e31827c0135.
Mrs. Forrest brought Jackie, her 11-year-old adopted daughter, to her pediatrician with a range of concerns, including problems with attention, school performance, anxiety, and frequent oppositional behaviors. Jackie was removed from school because of her mother's concern that the "school was not doing enough" to help Jackie. School reports were not available at this visit. Her mother reported going to great lengths to seek help for Jackie, including individual and family therapy, a psychological evaluation, academic tutoring, and a variety of home-school curricula. She planned to enroll Jackie in a residential treatment program. Little is known about Jackie's early childhood experience. She may have been exposed to alcohol and drugs during the pregnancy. Jackie lived with her biological mother until age 3 years, at which time she was placed in foster care because of allegations of abuse and neglect. She was in multiple foster homes until she was adopted by Mr. and Mrs. Forrest at 6 years of age. Mrs. Forrest's description of Jackie's oppositional behaviors was vague, and when asked to cite specific examples of these behaviors, Mrs. Forrest replied, "Unless you live with her you will have no idea how she really is." With Jackie present in the room, Mrs. Forrest stated that Jackie "is wrecking our family," and that she and Jackie "have never been attached to each another."When interviewed alone, Jackie was noticeably upset by what her mother had said; she displayed a sad affect. She expressed remorse for "being bad" and a desire "to get along with my family" and "to go back to school." She drew a picture of herself and her adoptive mother smiling and eating ice cream together.Over the next several months, Jackie's mother insisted that the pediatrician prescribe medication to manage Jackie's behaviors; she became upset when he expressed reluctance. She was resistant to a recommendation for family therapy, although she did place Jackie in individual therapy. At this point, Jackie's pediatrician became aware of his feelings of anger and resentment directed toward Mrs. Forrest.
福雷斯特太太带着她 11 岁的养女杰基去看儿科医生,她有一系列的担忧,包括注意力问题、学习成绩、焦虑和频繁的对立行为。由于担心“学校没有尽力帮助杰基”,杰基被学校开除了。这次就诊时没有学校的报告。她的母亲为了给杰基寻求帮助,不遗余力,包括个人和家庭治疗、心理评估、学业辅导和各种家庭学校课程。她计划让杰基参加一个住宿治疗项目。关于杰基的童年早期经历知之甚少。她在怀孕期间可能接触过酒精和毒品。杰基与她的生母一起生活到 3 岁,当时由于虐待和忽视的指控,她被安置在寄养家庭。她在多个寄养家庭中生活,直到 6 岁时被福雷斯特夫妇收养。福雷斯特太太对杰基的对立行为的描述很模糊,当被要求举出这些行为的具体例子时,福雷斯特太太回答说:“除非你和她一起生活,否则你不会知道她的真实情况。”在杰基在场的情况下,福雷斯特太太说杰基“正在破坏我们的家庭”,她和杰基“从来没有彼此依恋过”。当单独接受采访时,杰基对母亲的话感到非常难过;她表现出悲伤的情绪。她为“表现不好”感到懊悔,渴望“与家人相处融洽”和“重返学校”。她画了一幅自己和养母一起微笑着吃冰淇淋的画。在接下来的几个月里,杰基的母亲坚持要求儿科医生开药物来控制杰基的行为;当他表示不愿意时,她变得很不高兴。她拒绝了家庭治疗的建议,尽管她确实让杰基接受了个人治疗。此时,杰基的儿科医生意识到自己对福雷斯特太太的愤怒和怨恨。