Age when learning about mode of conception and well-being among young adults conceived with ART
Abstract
Objective: To investigate the age at which young adults recalled learning about being assistive reproductive technologies (ART)-conceived and the association with subjective well-being and parental relationship.
Background: The use of ART is increasing. Parents are encouraged to tell children about the way they were conceived when they are young. Little is known about whether age when learning about being ART-conceived influences adult well-being.
Methods: A structured interview was conducted with women who gave birth as a result of ART in Victoria| Australia 1982–1992 and their young adult offspring. The young adults’ interview included questions about age when learning about ART conception and perceived quality of the parental relationship| and a standardised measure of subjective well-being.
Results: 547/594 (92%) young adults agreed to participate. Of these| 10.6% (n = 58) were conceived with donor gametes; 77% had been informed about their ART-conception before the age of 12| 18% when they were between 12 and 17 years| and 5% when they were 18 years or older. There were no statistically significant differences in subjective well-being or quality of the parental relationship between age groups when learning about mode of conception or between those conceived with ART alone and those where donor gametes had also been used.
Conclusion: The age when young adults learned that they were ART-conceived| including those conceived with donor gametes| did not influence current quality of life or parental relationship. This is reassuring for those who wish to disclose mode of conception to their children but have not done this at an early age.
Format: External Link
Category: Donor conception
Type: Publications
Audience: Health professionalsParents / recipients - Donor conceptionPeople born through ART
Authors: Karin Hammarberg| Cate Wilson| John McBain| Jane Fisher & Jane Halliday
Journal: Journal of Reproductive and Infant Psychology
Year: 2015
DOI: 10.1080/02646838.2015.1015115
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