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Vietnamese refugee children resettled in the West seem doomed to inevitable failure at school. The profound psychological, sociocultural and educational adjustments required of such children in their country of asylum have encouraged many writers to view the 'chances of survival' of such children from a largely pathological perspective of 'doom and gloom'. In examining the 'educational coping' and 'social adjustment' of a group of Vietnamese refugee children resettled in three counties in Southern England, this Study found that somewhat contrary to expectations, the majority of the Sample showed not only 'good' Social Adjustment, but also Reading and Mathematics attainment that did not differ significantly from 'national norms' for the ordinary school population in the U.K. In attempting to account for these main findings of the Study, a number of factors in the home, school and individual circumstances of these children were explored. Of these, four factors were seen as particularly crucial to the early transition and overall school adjustment of these children. These are: the strong sense of security and family solidarity enjoyed by the majority of these refugee children within the context of their generally stable and supportive homes; the practical interest and concern shown by most of these parents in the academic progress of their children; the initial special language help received by the older refugee children; and the effective liaison-service maintained between these refugee homes and the school. The wider issue• of the British host society's response to these incoming Vietnamese refugee-immigrants is considered in the last Chapter. The inadequacy of an 'assimilationist' approach to the education of ethnic minorities is examined, along with the need for a complete reappraisal and reorientation of the existing educational system to meet the changing needs of a multicultural British society.

Thesis (Ph. D.)--University of Washington, 1989. / Vita. Includes bibliographical references (leaves [93]-98).

Thesis (Ph. D.)--University of Sydney, 2000. / Includes questionnaires and tables. Title from title screen (viewed Apr. 23, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of Psychology, Faculty of Science. Includes bibliography. Also available in print form.

Thesis (M.A.)--University of Wisconsin--Madison, 1966. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1942. / Typescript. Vita. Includes bibliographical references (leaves 93-98).

Thesis (M.A.)--Georgia State University, 2005. / Ralph LaRossa, committee chair; Toshi Kii, Elisabeth Burgess, committee members. Electronic text (90 p.) : digital, PDF file. Description based on contents viewed May 16, 2007. Includes bibliographical references (p. 80-83).

The present study will be concerned with the relationship between personal and social adjustment and creativity in a college population.

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No description available.