Shifting views and building bonds: Narratives of internationally adopted children about their dual culture

2018 ◽  
Vol 55 (3) ◽  
pp. 405-427 ◽  
Author(s):  
Laelia Benoit ◽  
Aurélie Harf ◽  
Laura Sarmiento ◽  
Sara Skandrani ◽  
Marie Rose Moro

American literature on international adoption suggests that adoptees' pride in the culture of their birth country improves their self-esteem and helps them to cope with experiences of racism. Parents are therefore encouraged to teach their adopted children multicultural skills to improve their psychological well-being. French psychologists, on the contrary, suggest that adoptees should feel fully members of their adoptive country and families. These practices shed light on the respective multicultural and universalist paradigms in the US and France. Few papers, however, consider the opinions of adoptees. This study explores internationally adopted children raised in France and their spontaneous curiosity about their birth country. The present study used semi-structured interviews with 19 adoptees aged 8–18 years old, to explore their attitudes towards the culture of their birth country. Transcripts of recorded interviews were analyzed according to interpretative phenomenological analysis. While there was striking consistency of interest in birth countries, adoptees' expression of curiosity varied across time. Children described distinctive goals: knowing more about their history, finding relatives, becoming a multicultural citizen, or simply helping people. Their parents' involvement was thus seen as helpful, but adoptees stress the need to feel ready and may prefer independent ways of learning about their birth country. Adoptees' multiple feelings of belonging derive not only from multicultural training but from a lifelong construction of self. Professionals and parents may need to adapt to adoptees' individual development, distinctive time frames, and ways of learning to provide better support to them.

2020 ◽  
Vol 35 (4) ◽  
pp. 876-885
Author(s):  
Megumi Fieldsend ◽  
Jonathan A Smith

Abstract STUDY QUESTION What is it like for women to be involuntarily childless in midlife? SUMMARY ANSWER Involuntarily childless women may be suffering from prolonged grief due to its ambiguous and intangible nature; however, they are also striving to find ways of dealing with their internal pain in order to live with their loss. WHAT IS KNOWN ALREADY Many studies examining issues around human reproduction have tended to place childlessness in the realm of medicalised infertility and report generalised mental issues, such as depression and psychological distress, existing amongst women undergoing fertility treatments. Few studies, however, have focused on the individual with regard to the experiential significance of involuntary childlessness and living beyond the phase of trying for a baby. STUDY DESIGN, SIZE, DURATION A phenomenologically oriented person-centred qualitative design was used. In-depth semi-structured interviews were conducted with 12 White British women, who identified themselves as involuntarily childless, recruited via three leading childless support networks in the UK. PARTICIPANTS/MATERIALS, SETTING, METHODS In order to retain an idiographic commitment to the detailed account of a person’s experience, a homogeneous and purposive sampling was used applying the following criteria: women aged between 45 and 55; in long-term heterosexual relationships with no adopted children, stepchildren or children of a partner from a previous marriage or relationship; and no longer trying to have a child. Considering the homogeneity of ethnic background and wishing to respect cultural differences, this study focused on White British women living in the UK. Of the 12, one woman was found to not meet the criteria, and therefore, the experiential data of 11 interviews were used for the study and analysed using interpretative phenomenological analysis (IPA). MAIN RESULTS AND THE ROLE OF CHANCE Two higher-order levels of themes that illustrate intrapersonal features were identified: the intrapersonal consequences of loss and confronting internal pain. The former explicated the depth of internal pain while the latter revealed ways in which the participants deal with it in their everyday lives. The important finding here is that both themes are co-existing internal features and dynamically experienced by the participants as they live with the absence of much-hoped-for children. LIMITATIONS, REASONS FOR CAUTION Given the homogeneous sampling and the small number of participants, which is consistent with IPA, we want to be cautious in generalising our study findings. WIDER IMPLICATIONS OF THE FINDINGS This study offers the view that there might be potential mental health issues surrounding involuntary childlessness that are currently overlooked. Particularly because the loss of hope cannot be pathologised, and the grief is ambiguous and intangible, it might make people’s grieving process more complicated. An ongoing sense of uncertainty also may persist in that involuntarily childless people may develop symptoms similar to those diagnosed with prolonged grief disorder (PGD). The overall findings elucidate the need for clinicians, counsellors and health professionals to be aware of the possible association with PGD and promote long-term support and care in helping to maintain psychological well-being for people dealing with involuntary childlessness. Furthermore, this research points to an educational application for younger people by offering information beyond an explanation of infertility and fertility treatment, helping to understand the lived experience of involuntary childlessness. STUDY FUNDING/COMPETING INTEREST(S) No funding was obtained for this study. The authors have no conflicts of interest to declare. TRIAL REGISTRATION NUMBER Not applicable.


2021 ◽  
pp. 089202062110038
Author(s):  
Lucy Lindley

This study aimed to explore how educational leaders in England experience and promote their own well-being. To address this, five semi-structured interviews were carried out with educational leaders who expressed that they had personally experienced high levels of well-being. Using Interpretative Phenomenological Analysis (IPA), four themes were identified, which highlighted that well-being is a subjective experience (‘there’s no blueprint’); that high levels of well-being are commonly described as feeling balanced (‘maintain a balance’); that well-being is perceived as a personal responsibility (‘you’ve got to find ways to manage that’); and that participants were leading by example in relation to well-being (‘be a well-being supermodel’). Overall, this study emphasised that there is no one-size-fits-all approach to well-being, so educational leaders (and their colleagues) should be given space and personal autonomy to work out what works for them.


PEDIATRICS ◽  
2001 ◽  
Vol 108 (4) ◽  
pp. 1050.2-1051 ◽  
Author(s):  
Laurie C. Miller ◽  
Kathleen Comfort ◽  
Natasha Kelly

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