Opinion ID: 1957391
Heading Depth: 1
Heading Rank: 4

Heading: Bonding Studies

Text: In the case before us, Katina M. made a motion for independent study to have a psychiatrist examine any bond she may have had with Marchay E. and Samone H. Drs. James and Constance Messina, psychologists who have specialized in working with children, describe bonding as: [T]he forming of a mutual emotional attachment between parent and child. [T]he giving of unconditional love by the parent to the child. [T]he development of an emotional connection between parent and child. [T]he development of a sense of security for the child. [T]he establishment of an emotional intimacy and sense of closeness between parent and child. [T]he beginning step in helping the child to feel a healthy self-worth and self-esteem. [T]he transmission of familial ties between child and parent through which nonverbal communication and understanding takes place. [A] means of providing the child with a sense of belonging to a family. [A] way of bringing the child into the larger network of caring and love present in the parent's extended family. [T]he concern and love for the child by the parent, and for the parent by the child, which is exhibited in all aspects of both their lives. James J. Messina & Constance Messina, Tools for Parents of Children with Disabilities and Special Needs: Bonding with Your Child 1 (2004). In the context of the relationship between a parent and child, the term bonding has come to be used synonymously with attachment. BRUCE PERRY, BONDING AND ATTACHMENT IN MALTREATED CHILDREN: CONSEQUENCES OF EMOTIONAL NEGLECT IN CHILDHOOD 4 (Caregiver Educ. Series, 2001) [hereinafter CONSEQUENCES OF EMOTIONAL NEGLECT]. Dr. Perry, a psychiatrist specializing in child trauma, explained that bonding is the process of forming an attachment ... and involves a set of behaviors that will help lead to an emotional connection (attachment). Id. at 3. In articulating the importance of the parent-child relationship to the development of a child, Dr. Perry has opined that the attachment bond has several key elements, namely, that it is an enduring emotional relationship with a specific person; ... the relationship brings safety, comfort, soothing and pleasure; ... and loss or threat of the person evokes intense distress. Id. at 4. Studies of bonding, then, involve an evaluation of emotional relationships, or more specifically, as the Judicial Education Center of New Mexico (JEC) has stated: The purpose of a bonding study is to determine whether a bond or attachment exists between a parent and a child.... The bonding issue in permanency planning is the extent to which the parent is capable of caring for the child from the perspective of bonding and attachment. The bonding study draws data from observation, from social and interpersonal reports, and from cognitive and emotional assessments. The Bonding study moves in two directions. One track is the child's bonding issues with the parent. The other track comprises the bonding and attachment issues of the parent. (internal citations omitted). JEC, 37 CHILD WELFARE HANDBOOK, BONDING OR INTERACTIONAL STUDY 37.1.3 (Jud. Educ. Ctr.1997, 2003 Supp.) [hereinafter CHILD WELFARE HANDBOOK]. Bonding studies trace their roots back to the 1930's when researchers began to analyze the interaction between mother and child. See David E. Arredondo, M.D., and Hon. Leonard P. Edwards, Attachment, Bonding, And Reciprocal Connectedness, 2 J. CTR. FOR FAM., CHILD. & CTS. 109, 110 (2000) [hereinafter Attachment & Bonding]. Eventually, during the 1960s and 1970's, Dr. Mary Ainsworth, a distinguished researcher in developmental psychology, with other researchers and clinicians, conducted experiments in which she monitored the behavior of an infant child by having the child sit with the parent in a furnished playroom while a stranger would enter and then leave. Subsequently, the parent would then leave and reenter. Id. at 13. As a part of the experiment, Dr. Ainsworth would observe the child for signs of distress, attachment, and any exploratory behavior when the caregiver would leave and reenter the room. Based upon the child's responses, Dr. Ainsworth would provide an opinion about the child's relationship with the parent. Id. Her experiments became the basis for modern bonding studies that are often presented in juvenile and family court proceedings. Id. at 113. Although bonding studies apparently have been conducted during the last thirty years, if not longer, there appear to be no uniform procedures for conducting such studies. In 1988, the American Psychiatric Association (APA) published guidelines for conducting a psychological evaluation of a child in custody dispute, see CHILD CUSTODY CONSULTATION: REPORT OF THE TASK FORCE ON CLINICAL ASSESSMENT IN CHILD CUSTODY 1 (1988) [hereinafter TASK FORCE REPORT], and suggested that when assessing the parent-child bond, the psychiatrist should observe the interaction between the child and parent and measure whether the parent is able to empathize and communicate with the child. Id. at 6. To discern any bond, the task force report suggested that the psychiatrist also may ask the child to draw pictures of the family and make wishes about what is important to him or her, and also could present scenarios to elicit responses from the child evidencing his or her feelings toward each parent. Id. Although it cannot be predicted how many interviews the psychiatrist would need to conduct with the child, the task force report opined that eight to eighteen sessions may be required. Id. at 8. In addition, the task force indicated that the psychiatrist should conduct interviews of the parents and other persons of importance, such as the grandparents, stepparents, or caregiver, and examine any social service records, school reports, psychological test results, or medical records of the child. Id. at 6-7. In the juvenile or family court context, bonding studies are used to evaluate the quality of the parent-child relationship, which may assist the court in determining the nature and extent of the custody it could chose to award to the parent figure. See Bonding & Attachment, at 114. In particular, these studies have been used to decide questions regarding permanency planning, foster care, a parent's ability to nurture the child, custody disputes, and other placement decisions and arise when a psychologist or psychiatrist is called to testify in a court proceeding. See Bonding & Attachment, at 114. The American Psychological Association explained the role of a psychologist or psychiatrist in a juvenile proceeding as that of a professional expert who maintains an impartial stance when informing and advising the court of the relevant psychological factors involved in a custody dispute. See American Psychological Association, 49 GUIDELINES FOR CHILD CUSTODY EVALUATIONS IN DIVORCE PROCEEDINGS No. 7, 677-80 (July 1994) [hereinafter CHILD CUSTODY EVALUATIONS]. In addition, social workers also offer opinions on the existence of bonding in the parent-child relationship. See Bonding & Attachment, at 114. According to the American Association for the Advancement of Science (AAAS), clinicians participate in approximately one million legal cases annually. See David Faust & Jay Ziskin, The Expert Witness in Psychology and Psychiatry, SCIENCE RESOURCE CENTER 1 (1988). Often, when psychologists or psychiatrists are asked to complete a bonding study or evaluation they submit a report to the court detailing their findings and opinions. Id. Dr. David Arredondo and Judge Leonard Edwards, Superior Court of California, identified practical questions a judge should ask when evaluating a clinician's report, including the expert's qualifications, the methods employed in conducting the evaluation, and the child's family relationship. Bonding & Attachment at 121-22. [10] Furthermore, the American Academy of Child and Adolescent Psychiatry (AACAP) set forth criteria developed by several clinicians and researchers on how to conduct a child custody evaluation: when conducting the evaluation of the child the psychiatrist should assess the continuity and quality of the attachment between the parent and child. See AACAP, PRACTICE PARAMETERS FOR CHILD CUSTODY EVALUATIONS at 5 (1997) [hereinafter PRACTICE PARAMETERS]. In making such assessments, the clinician should examine all medical, educational, and psychiatric records that are available and that may provide information on the parenting of the child. Id. at 13. In addition, the evaluator should interview the parents, the caregiver, and the children to ascertain the nature of their interactions with each other. Id. at 13-15. The Fresno County, California Mental Health Plan Provider Manual (July 2002) [hereinafter Fresno County Manual] also provides insight into the conduct of bonding studies, which are conducted when the case is set for a permanent plan hearing and possible termination of parental rights: It is a structured analytical interview including a mental health assessment (define or rule out clinical diagnosis using DSM IV) of both parent(s) and the child(ren), conducted by a Licensed Mental Health Clinician with appropriate experience. Assessment of the interaction between the parent(s) and the child(ren). Use of testing instruments as needed, to more accurately gauge the strength of the bond between parent and child. Fresno County Manual, § 14.2.5 Bonding Study (July 2002). According to the Fresno County Manual, when ordering a bonding evaluation the court should request that the clinician answer the following questions: 1. Do the child and the parent have a parent/child relationship (as opposed to that of a child with a friend, occasional baby-sitter, or extended family member)? If yes, describe the relationship. 2. If the answer to question # 1 is yes, does the child have a substantial, positive emotional attachment to the parent such that the child would be greatly harmed if this parent/child relationship were terminated? 3. If the answer to question # 2 is yes, would continuing this parent/child relationship promote the well-being of the child to such a degree as to outweigh the well-being the child would gain in a permanent home with adoptive parents? Fresno County Manual, § 14.2.5 Bonding Study. Although model practices and procedures for conducting bonding studies have not been adopted, some of the courts from our sister states have recognized the studies as beneficial in deciding what is in the child's best interest. See In re T.S. et al., 113 Cal.App.4th 1323, 7 Cal.Rptr.3d 173, 175 (2003); In re Adoption of Rhona, 57 Mass.App.Ct. 479, 784 N.E.2d 22, 32 (2003); In re J.J.G., 287 Mont. 313, 954 P.2d 1120, 1123-24 (1998); In re Guardianship of J.P. and B.P., 180 N.J. 494, 852 A.2d 1093, 1100 (2004); In the Matter of Adoption of a Child by P.S. and H.S., 315 N.J.Super. 91, 716 A.2d 1171, 1188 (1992); In the Matter of the Guardianship of J.C., J.C., and J.M.C., 129 N.J. 1, 608 A.2d 1312, 1323-24 (1998); In re Julissa O., 746 A.2d 1137, 1140-41 (Pa.Super.2000). None of the courts in these cases, however, have opined that the decision to grant or deny a motion for a bonding study would be considered a deprivation of parental rights or alteration of the terms of a custody order per se. [11]