A Qualitative Inquiry of International Adoptees in Schools

Autor/inn/en	Lancaster, Chloe; Constantin, Donnalin C. L.
Titel	A Qualitative Inquiry of International Adoptees in Schools
Quelle	In: Journal of School Counseling, 12 (2014) 19, (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-2998
Schlagwörter	Adoption; Children; Grounded Theory; School Counseling; School Counselors; Qualitative Research; Inquiry; Language Skills; Researchers; Semi Structured Interviews; Developmental Disabilities; Special Needs Students; Cognitive Development; Adjustment (to Environment); Barriers; Cultural Differences; Attachment Behavior; Advocacy; Elementary School Students; Mothers + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; School counselling; Pädagogische Beratung; School counselor; Beratungslehrer; Pädagogischer Berater; Qualitative Forschung; Language skill; Sprachkompetenz; Researcher; Forscher; Entwicklungsstörung; Sonderpädagogischer Förderbedarf; Kognitive Entwicklung; Kultureller Unterschied; Attachment; Bindungsverhalten; Sozialanwaltschaft; Mother; Mutter
Abstract	The purpose of this pilot study was to explore families of international adoption experiences within the schools. Qualitative methodology and grounded theory procedures were used to analyze data collected from semi-structured interviews conducted with three mothers who had adopted 8 children from orphanages in China. The concept of lack of "structural support within" schools emerged as the central organizing theme emblematic of mothers' experiences as they each struggled to obtain supportive educational environments for their post-institutional children. Implications for school counseling practices are discussed. (As Provided).
Anmerkungen	Journal of School Counseling. Montana State University, College of Education, Health and Human Development, P.O. Box 172940, Bozeman, MT 59717. Tel: 406-994-4133; Fax: 406-994-1854; e-mail: ehhddean@montana.edu; Web site: http://jsc.montana.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10