Thesis (Ph. D.)--University of Chicago, School of Social Service Administration, December 2001. / Includes bibliographical references. Also available on the Internet.

No description available.

This paper describes a study of the adoptions of 82 "special needs" children placed for adoption in British Columbia between 1985 and 1989. The adoptions of 41 of these children were not completed. This study examines variables related to the children placed for adoption to determine those factors which appear to be related to disrupted adoptive placements. The paper traces the development of adoption through history and reviews the findings of major research studies in special needs adoption disruption. Using the findings from the review and adding hypotheses that appeared to be missing from other studies, a file review schedule was developed. With permission from the B.C. Superintendent of Family and Child Service, the schedule was used to review the children's adoption files. Analysis of the data obtained indicated that the age of the child at the time of adoption placement was a significant factor in adoption disruption. In addition, the age when the child was legally free for adoption was found to be significant. In both cases, the younger the child, the lower the risk of disruption. An additional important finding of this study is that children who are members of a sibling group are more likely to have their adoptions completed than children without siblings and children placed alone. The pre-care experiences of children were thought to be an important factor in adoption disruption. The study shows that some experiences have a significant effect, notably those in which the extent of the biological parents' disability is clear to the child prior to the adoption placement. The presence of multiple special needs was not significantly associated with disruption except in the case of boys identified as having emotional/behavioural problems. The paper links the findings to those of other researchers, identifying implications for policy and practice. The resilience of the children studied and their ability to withstand serious trauma in their early years is an unanticipated finding of the study. Recommendations for addressing the findings suggest greater emphasis on maintaining sibling attachment for children in care, increased emphasis on assisting children to understand their family and personal history, and broad public education to eliminate myths about special needs adoption. / Arts, Faculty of / Social Work, School of / Graduate

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisor: Ruth G. McRoy. Vita. Includes bibliographical references.

Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 131-144).

Thesis (M.A.) - Simon Fraser University, 2005. / Theses (Faculty of Education) / Simon Fraser University. Also issued in digital format and available on the World Wide Web.

Not available / text

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-10-05T12:15:57Z No. of bitstreams: 1 Solange Amália Cruz.pdf: 3033404 bytes, checksum: d48993bc37c7439620fc2163e047dd83 (MD5) / Made available in DSpace on 2018-10-05T12:15:57Z (GMT). No. of bitstreams: 1 Solange Amália Cruz.pdf: 3033404 bytes, checksum: d48993bc37c7439620fc2163e047dd83 (MD5) Previous issue date: 2017-08-30 / This research has the aim to analyse the Social Representations of School Managers of eight schools, public and private, concerning the Older Children and Adolescent Adoption, revealing beliefs and myths created in the education area. We considered the theoretical methodological assumptions of the Social Psychology based on the Social Representations postulated by Serge Moscovici and his followers. In order to generate the information, we used interviews which were recorded and transcribed, and its contents were submitted to the analysis through the Analyse Lexicale par Context d’un Ensemble de Segments de Texte (ALCESTE) software. It was the results from this computational analysis, particularly, which were used for the lexical and content analysis. The analysis revealed that the managers suggest educational training about adoption focusing on the relevant legislation, as well as demonstrate beliefs considering that adopted children and adolescents tend to manifest behavioural problems in the schools. Another aspect approached by the managers is the concern about the revelation of the child adoption, one factor which may favour the improvement of the behaviour considered problematic. Most of all, we understand that the social representations derive from the little involvement with the topic and from the establishment of a common ideology without reflections that allow them to comprehend the directors, assistants and coordinators functions regarding the school team training for the better welcome of these students and their families. Therefore, we must inquiry if the adoption is segregated and if the school provide objective conditions in order to promote inclusion of the adopted students / Esta pesquisa tem como objetivo analisar as Representações Sociais dos Gestores Escolares de oito escolas, públicas e privadas, a respeito da Adoção de Crianças Maiores e Adolescentes, desvelando crenças e mitos construídos no espaço educativo. Assumimos os pressupostos teórico-metodológicos da Psicologia Social fundamentados nas Representações Sociais, postulados por Serge Moscovici e seus seguidores. Para a produção das informações utilizamos entrevistas que foram gravadas, transcritas e os conteúdos submetidos à análise do software Analyse Lexicale par Context d’un Ensemble de Segments de Texte (ALCESTE). Foi justamente o resultado dessa análise computacional que serviu de material para a análise léxica e de conteúdo. As análises revelam que os gestores sugerem formações educacionais sobre a adoção, com foco na legislação pertinente, bem como demonstram crenças de que crianças e adolescentes adotados tendem a manifestar problemas comportamentais nas escolas. Outro aspecto abordado pelos gestores é a preocupação com a revelação da adoção para a criança, um fator que poderia favorecer a melhoria do comportamento considerado problemático. Sobretudo, entendemos que as representações sociais decorrem do pouco envolvimento com a temática e da construção de um ideário comum, sem reflexões que lhes permitam compreender a função dos diretores, assistentes e coordenadores pedagógicos quanto à formação da equipe escolar para o melhor acolhimento desses alunos e suas famílias. Dessa forma, cabe questionarmos se a adoção é discriminada e se os espaços escolares proporcionam condições objetivas para que os alunos adotados sejam incluídos

This study was done to examine prospective adoptive parents' perceptions of one particular group of special needs children waiting for adoption: those children with developmental disabilities. The results will give social workers information that will help provide training and informational meetings to prosepctive parents in regard to the child's age and developmental disabilities.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2008. / Title from PDF t.p. (viewed Apr. 13, 2010). Directed by Diane Borders; submitted to the Dept. of Counseling and Educational Development. Includes bibliographical references (p. 168-176).