Peer relationships during late childhood in internationally adopted and institutionalized children
Bibliographic Data
| ID | 12686189 |
|---|---|
| Authors | Isabel Cáceres (0000-0001-8487-2591, Department of Developmental and Educational Psychology University of Seville Seville Spain, corresponding author), Maite Román (0000-0002-9347-0639, Department of Developmental and Educational Psychology University of Seville Seville Spain), Carmen Moreno (0000-0002-1660-7072, Department of Developmental and Educational Psychology University of Seville Seville Spain), William M Bukowski (0000-0002-5737-3559, Department of Psychology Concordia University Montréal Quebec Canada), Jesús Palacios (0000-0002-2103-5507, Department of Developmental and Educational Psychology University of Seville Seville Spain) |
| Year | 2020 |
| Volume | 30 |
| Issue | 1 |
| Pages | 171-186 |
| Publication date | 2020-06-03 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Development (JOURNAL) |
| Journal identifiers | ISSN: 1467-9507 • E-ISSN: 0961-205X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/sode.12467 |
| OpenAlex | W3032997825 |
| Language | EN |
| Citations received | 6 |
| References cited | 43 |
The aim of this study was to analyse the interpersonal relationships in the school context of children living in different care settings (adoptive families, residential care centres, birth families). Participants were 76 children between eight and fourteen years of age ( M = 10.78, SD = 1.38), belonging to one of three groups: international adoptees, children living in residential care in Spanish institutions, and a comparison sample of Spanish children living with their birth families with no connection with child protection. Sociometric information was collected in the classroom of each child during school hours. Internationally adopted children from Russia showed considerable difficulties in their relationships with peers; they were more likely to be rejected and their peers described them as less prosocial and somewhat more aggressive. With a better sociometric position than the adoptees, children in residential care were rated by their peers as more aggressive and less prosocial than the normative population. Coordination and integrated work between the family, protection centres, schools, and other social services should be a strategic priority in the promotion of healthy social development in these groups of children
Context (archaeology · Developmental psychology · Foster care · Normative · Population · Promotion (chess · Prosocial behavior · Sociology · Child Abuse and Trauma · Child and Adolescent Psychosocial and Emotional Development · Child Welfare and Adoption · Demography · Medicine · Psychology
Friendship Quality and Mental Health of Youth in Residential Care
The romantic relationships of adopted adolescents
Adopted students’ educational paths and inclusiveness of Italian school system
Social Competence, School Engagement, and School Performance Among US Children Adopted Through Private Domestic, International, and Foster Care Adoption
The social competence of internationally-adopted and institutionalized children throughout childhood
Adopted Adolescents at School
The significance of attachment security for children’s social competence with peers
Attachment Disorder Behavior Following Early Severe Deprivation
Spirituality and its relation to mental health outcomes
A Study of Adopted Children, Their Environment, and Development
The Peer Relationships of Those Who Have Experienced Adoption or Foster Care
Dimensionality of Early Adversity and Associated Behavioral and Emotional Symptoms
Measuring Social Status and Social Behavior with Peer and Teacher Nomination Methods
Perceived social support among adolescents in Residential Youth Care
A Comparative Study of Child Welfare Adoptions with Other Types of Adopted Children and Birth Children
Outcomes” of Adoptions of Children from India
Social Skills in Children Adopted From Socially-Emotionally Depriving Institutions
Activity Level, Organization, and Social-Emotional Behaviors in Post-Institutionalized Children
Social competence in internationally adopted and institutionalized children
Social competence as a developmental construct
Prevalence and predictors of emotional and behavioral problems reported by teachers among institutionally reared children and adolescents in Turkish orphanages compared with community controls
Social competence in Russian post-institutionalized children
Dimensions and types of social status
| Citations per year | 1.2 |
|---|---|
| Citation span | 2021 - 2025 (5) |
| Highly cited | No |