scholarly journals Exploring the educational experiences of children and young people adopted from care: Using the voices of children and parents to inform practice

2021 ◽  
Vol 45 (4) ◽  
pp. 359-381
Author(s):  
Rebecca Best ◽  
Claire Cameron ◽  
Vivian Hill
Keyword(s):  
Educational Experiences ◽  
School Experiences ◽  
Adoptive Parents ◽  
Adopted Children ◽  
Emotional Needs ◽  
Structured Interviews ◽  
Children And Young People ◽  
National Monitoring ◽  
Raising Awareness ◽  
Children And Parents

National monitoring data and research suggest that British adopted children achieve poorer educational outcomes and experience higher levels of emotional, social and learning difficulties in school, compared to the general population. However, few studies have elicited the perspectives of adopted children and adoptive parents in relation to school experiences. The current study used a qualitative design to explore the lived educational experiences of adopted children through semi-structured interviews with 11 secondary-aged adoptees and a focus group with six adopters. Thematic analysis identified five themes within the narratives of the adoptees and adopters: inner turmoil; social disconnection; unsupportive school contexts; relational repair; and misperceptions and prejudice. These findings were presented to 20 Designated Teachers (DTs) within a workshop to explore how the experiences of the adoptees and adopters can be used to inform their role. Three themes were found, which illustrate broad implications for DTs’ practice with adopted children and adoptive parents in schools: raising awareness; developing relationships; and supporting emotional needs. Key implications for schools, post-adoption support services and policymakers are discussed.

TINJAUAN HUKUM ISLAM TERHADAP PRAKTIK ADOPSI ANAK DI GAMPONG TANOH ANOU KECAMATAN IDI RAYEUK KABUPATEN ACEH TIMUR

Al-Qadha ◽  
2018 ◽  
Vol 5 (2) ◽  
pp. 19-28
Author(s):  
T. Wahyu Srimuryadi
Keyword(s):  
Adoptive Parents ◽  
Adopted Children ◽  
Adopted Child ◽  
Practice Adoption ◽  
Children And Parents ◽  
Initial Basis ◽  
The Status ◽  
The Right ◽  
Relationship Of ◽  
The Relationship

Adoption on the initial basis is the adoption of a child that results in the adoption of anadopted child from his own father's relationship and is included in the relationship of his adoptivefather. In practice adoption is usually carried out by people who in their marriages do not produceoffspring. By adopting the adopted child has a relationship with the adoptive father as with his ownfather. Inherited inherited relationship between adopted children and adoptive father. Before Islamcame, adoption had been carried out by Arabs and had become a hereditary tradition known astabanni which means taking children. Or take someone else's child to be given the status of abiological child, so that he has the right to use the nasab of his adoptive parents and has the right toinherit inheritance and other rights as a relationship between children and parents.

scholarly journals P1 “She used to be Tigger and then she was Eeyore”: A qualitative study with children and young people with CFS/ME, exploring predictors of recovery and future treatment needs

BJS Open ◽  
2021 ◽  
Vol 5 (Supplement_1) ◽  
Author(s):  
Philippa Clery ◽  
Jennifer Starbuck ◽  
Amanda Laffan ◽  
Esther Crawley ◽  
Philippa Clery
Keyword(s):  
Young People ◽  
Healthcare Professionals ◽  
Holistic Approach ◽  
Chronic Fatigue ◽  
Barriers And Facilitators ◽  
Structured Interviews ◽  
Treatment Needs ◽  
Children And Young People ◽  
Children And Parents ◽  
Definition Of

Abstract Introduction Paediatric Chronic Fatigue Syndrome/Myalgic Encephalomyelitis (CFS/ME) is relatively common and severely disabling. At least 15% of children do not recover by 12 months. We do not know why some children recover and others do not. This study aimed to explore the barriers to recovery experienced by adolescents with CFS/ME. Methods I recruited adolescents (aged 11-17 years old, with CFS/ME, who were still disabled by CFS/ME after 12 months of treatment), their parents and specialist healthcare professionals were recruited from a single specialist CFS/ME service in the UK. I conducted semi-structured interviews and focus groups to explore views on treatment received including barriers and facilitators, as well as views on their future. I used thematic analysis grounded in the views of the patients to identify patterns (themes) in the data. Results I recruited 12 children and young people, 11 parents and 7 specialist healthcare professionals. The following themes were identified (with barriers and facilitators apparent in each theme): 1. “awareness and support” from CFS/ME services, GPs, schools and family. Poor awareness resulted in increased time-to-diagnosis, school disengagement, stigmatising experiences, and significant stress for children and parents; family support, school understanding, and validation from the service was a ‘life saver’. 2. “CFS/ME is bigger than the fatigue” described the importance of managing CFS/ME as a ‘long and hard’ chronic illness with secondary health, social and educational consequences. Participants called for holistic therapies that focus on the broader definition of recovery and facilitate re-integration into ‘normal life’. 3. “Balancing routine and control in adolescents”: Children differed on whether routines and pacing were helpful or exacerbated low mood. 4. “Individualised” treatment was important: treatment combinations were helpful in different ‘phases of recovery’, which varied depending on social context, motivations, school input, and co-morbidities. Conclusion Adolescents identified common facilitators and barriers to recovery and a desire for treatment that takes social factors into account, with a holistic approach using a broader definition of recovery. Children and parents identified a need for better awareness, communication and integration within and between services, including GPs and schools.

Perspectives regarding Motivations for Adoption by Christian Adoptive Parents: A Qualitative Study

2017 ◽  
Vol 45 (1) ◽  
pp. 58-68 ◽  
Author(s):  
Michael W. Firmin ◽  
Kelley C. Pugh ◽  
Ruth L. Markham ◽  
Valerie A. Sohn ◽  
Emily N. Gentry
Keyword(s):  
Research Study ◽  
Underserved Populations ◽  
Phenomenological Research ◽  
Research Literature ◽  
Adoptive Parents ◽  
Adopted Children ◽  
Common Elements ◽  
Structured Interviews ◽  
Christian Families ◽  
Qualitative Phenomenological

This qualitative phenomenological research study was conducted through semi-structured interviews with 21 self-described practicing Evangelical Christian families who have both biological and adopted children. The participants in the study shared numerous common elements pertaining to their shared perspectives. Here, we present the results specifically related to the reported motivations of the parents for adopting children. Findings included theological motivations to adopt (i.e., perceived biblical mandate, perspective of ministry, concepts of spiritual adoption, views towards God's blessings) and a perspective that some romanticize the nature of adoption. We discuss various theological and spiritual implications of the findings in the context of biblical teachings to care for orphans and show love to underserved populations. The results also are related to research literature addressing the stress often reported by parents who adopt children.

The Marte Meo Method as a Means of Supporting New Adoptive Parents

2010 ◽  
Vol 34 (2) ◽  
pp. 49-57 ◽  
Author(s):  
Gunnel Osterman ◽  
Anders Möller ◽  
Ingegerd Wirtberg
Keyword(s):  
Qualitative Methods ◽  
Initial Period ◽  
Adoptive Parents ◽  
Study Group ◽  
Adopted Children ◽  
Structured Interviews ◽  
Developmental Needs ◽  
The Past ◽  
Actual Behaviour ◽  
First Child

The study discussed here by Gunnel Osterman, Anders Möller and Ingegerd Wirtberg aimed to find out if any observable themes or patterns recur when using the Marte Meo (MM) method with adoptive parents, and if the parents feel that working with this method helps them to interact with their child. The study used qualitative methods and comprised two parts: use of the MM method with couples who had adopted their first child within the past two months, and semi-structured interviews with the parents. The study group consisted of seven parent couples who had adopted children aged 5–15 months from overseas. The principle of the MM method is for the child's need to be approached at its own tempo and rhythm. It encourages and motivates the parents to adjust their interplay to the child's actual behaviour, leading to better adjustment to the child's tempo and rhythm. This is important because initial video filming reveals that most parents adopt a tempo that is too fast for their child. During this initial period, the MM method may be one way of working to meet adoptive parents' need for advice and support in their efforts to be sensitive to the developmental needs of their child.

UKRAINIAN UNIVERSITY STUDENTS IN CANADA: CULTURAL CAPITAL AND EDUCATIONAL EXPERIENCES

2017 ◽  
Author(s):  
Max Antony-Newman
Keyword(s):  
Qualitative Research ◽  
University Students ◽  
Cultural Capital ◽  
Social Inequality ◽  
Extracurricular Activities ◽  
Social Reproduction ◽  
Educational Experiences ◽  
Pierre Bourdieu ◽  
Structured Interviews ◽  
Print Access

This qualitative research involving semi-structured interviews with Ukrainian university students in Canada helps to understand their educational experience using the concept of cultural capital put forward by Pierre Bourdieu. It was found that Ukrainian students possess high levels of cultural capital, which provides them with advantage in Canada. Specific patterns of social inequality and state-sponsored obstacles to social reproduction lead to particular ways of acquiring cultural capital in Ukraine represented by a more equitable approach to the availability of print, access to extracurricular activities, and popularity of enriched curriculum. Further research on cultural capital in post-socialist countries is also discussed.

scholarly journals ‘What about me?’ Stories of the educational experiences of care-experienced children and young people in a Scottish local authority

2021 ◽  
Vol 45 (2) ◽  
pp. 173-190
Author(s):  
Daniela Mercieca ◽  
Duncan P Mercieca ◽  
Leisa Randall
Keyword(s):  
Academic Achievement ◽  
Young People ◽  
Local Authority ◽  
School Attendance ◽  
Educational Experiences ◽  
Influential Factors ◽  
Background Characteristics ◽  
Children And Young People ◽  
Looked After Children ◽  
Home And School

This qualitative study explores the educational experiences of looked after children and young people in one Scottish local authority. The preoccupations of government are academic achievement and school attendance, but these are not the prime concerns of the children, carers and professionals involved. Moreover, they can be both enhanced and restricted by the background characteristics and care situations of the young people and the responses of schools to their needs and behaviour. Five influential factors emerged from interviews and focus groups with professionals, carers and young people: behaviour; school attendance; carers as educators; friendships; and communication between home and school. Each of them is discussed with extended quotations that convey the voices of participants.

Potentially Creative Adolescents View Their School Experiences

1982 ◽  
Vol 51 (3_suppl) ◽  
pp. 1271-1274
Author(s):  
William J. Walker
Keyword(s):  
Educational Experiences ◽  
School Experiences ◽  
School Environments ◽  
Traditional School ◽  
School Settings ◽  
Positive Attitudes ◽  
Open School

The expectation was that 62 potentially creative adolescents would exhibit attitudes that were more positive toward their school experiences in open school environments as compared with more traditional school settings. Attitudes were assessed by rating students' essays in which the adolescents described their educational experiences. The results suggested that potentially creative adolescents generally have positive attitudes toward their school experiences whether in open or traditional settings. Attitudes do not appear to be more positive in open school environments.

Lived experiences of Puerto Rican university students displaced to South Florida after Hurricane Maria

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Tunde Szecsi ◽  
Hasan Aydin ◽  
Debra Giambo
Keyword(s):  
Puerto Rico ◽  
University Students ◽  
The United States ◽  
South Florida ◽  
Education Administration ◽  
Emotional Needs ◽  
Structured Interviews ◽  
Social Emotional ◽  
Community Agencies ◽  
Qualitative Phenomenology

Abstract The purpose of this study is to document the experiences, services, and programs provided to displaced university students from Puerto Rico and to offer recommendations to educational and community agencies regarding effective integration after a natural disaster. Through in-depth semi-structured interviews, this qualitative phenomenology study consisted of collecting oral histories of six displaced university students from Puerto Rico who relocated to Southwest Florida after Hurricane Maria. The analysis of the data indicated three themes, including (1) trauma after hurricane, (2) challenges and needs during relocation, and (3) conflicting feelings about the homeland and the United States. Although immediate, basic needs were met soon after relocation, in-depth, social-emotional needs, such as dealing with trauma and becoming acculturated in the new culture, remained unanswered. Recommendations are provided to higher education administration, professionals in education, and community agencies.

scholarly journals PENGANGKATAN ANAK DALAM PERSPEKTIF HUKUM ISLAM

2020 ◽  
Vol 1 (2) ◽  
pp. 128-140
Author(s):  
Erha Saufan Hadana Hukum Islam
Keyword(s):  
Islamic Law ◽  
Adoptive Parents ◽  
Adopted Children ◽  
Biological Child ◽  
Left Behind ◽  
The Right

This research was written with the background to find out how Islamic law responds to the issue of adoption, the rights obtained by adopted children and their position in inheritance. This research is a normative juridical research based on library data. The results of the study found that adoption in the perspective of Islamic law does not recognize adoption which makes it an absolute biological child, but the fulfillment of their rights such as clothing, food and education must still be fulfilled by adoptive parents. Regarding the position in inheritance, the child does not have the right to the inheritance of the adoptive parents, but may get a will not more than one third (1/3) of the assets left behind.

scholarly journals Understanding Pasifika Educational Aspirations and Conceptions of Development in Wainuiomata

2021 ◽  
Author(s):  
◽  
Holly McLeod
Keyword(s):  
Educational Aspirations ◽  
Methodological Approach ◽  
Educational Experiences ◽  
Alternative Conceptions ◽  
Local Context ◽  
Structured Interviews ◽  
Academic Context ◽  
Education And Development ◽  
Time And Energy ◽  
The Way

<p>Education is good for development. This positive relationship between education and development is often stated without challenge, resulting in education being posited at the forefront of global development strategies. Yet, within the subject of Development Studies, postdevelopment theorists have questioned the very basis of ‘development’, not only its definition but also the inherent assumption that it is necessarily desirable and positive. Instead, they point to examples such as Buen Vivir and argue that we should explore different ways of conceptualising what is a good life.  The present research has sought to examine the way the Pasifika community in Wainuiomata, Aotearoa perceives and engages with education to fulfil its own vision of development. Some 30 research participants contributed their valuable time and energy to this project through semi-structured interviews, offering insight into their own educational experiences and aspirations. Through employing a methodological approach informed by the ethos of talanoa and participatory research, this research has privileged the narratives of participants, giving voice to their experiences within an academic context.  This research has identified that while the experiences of these families within Aotearoa’s education system have been frustrating and challenging, such adversity has not served to disenfranchise Pasifika families from engaging within this educational system. Rather, it has served as motivation to create better educational experiences for youth in this community today. Furthermore, the vision of development aspired toward by this community is one that draws both similarities and contrasts with mainstream conceptions of development. The existence of alternative conceptions of development supports post-development’s call for development practise to examine local context and community aspirations, and to value community knowledge and action. In examining the way this community has engaged with education to progress their own vision of development, it was found that Pasifika families in Wainuiomata are taking ownership of their own development, and are actively involved in creating better educational outcomes for their youth.</p>

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