Social competence in internationally adopted and institutionalized children

A growing, sizable proportion of school children do not live in conventional family environments. Among these, internationally adopted children have gained increasing visibility in recent years. While other areas of their behavior have been widely explored, little is known about adopted children...

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Detalhes bibliográficos
Autores: Palacios González, Jesús, Moreno Rodríguez, María del Carmen, Román Rodríguez, Maite
Formato: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2013
País:España
Recursos:Universidad de Sevilla (US)
Repositorio:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/166142
Acesso em linha:https://hdl.handle.net/11441/166142
https://doi.org/10.1016/j.ecresq.2012.08.003
Access Level:acceso abierto
Palavra-chave:Adoption
Institutionalization
Social competence
Sociometric status
Friendship relationships
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spelling Social competence in internationally adopted and institutionalized childrenPalacios González, JesúsMoreno Rodríguez, María del CarmenRomán Rodríguez, MaiteAdoptionInstitutionalizationSocial competenceSociometric statusFriendship relationshipsA growing, sizable proportion of school children do not live in conventional family environments. Among these, internationally adopted children have gained increasing visibility in recent years. While other areas of their behavior have been widely explored, little is known about adopted children's social competence and their integration into peer groups. This study, involving 148 children between 4 and 8 years of age, compared 40 internationally adopted children with 50 children who were residing in institutions for children and 58 community comparison children. Social competence, problems with peers and friendship relationships were assessed using SSRS and SDQ, with both parents/caretakers and teachers as the informants. The sociometric status of the children and their friendship relationships were obtained through their teachers’ reports. The results showed statistically significant differences between children living in institutions (more problems with peers, poorer social skills and sociometric status) and those in family environments, whether adopted and non-adopted. Also, the results suggest some minor differences between the adopted and the comparison children, the former with greater visibility and the latter with higher sociometric status in the peer group.ElsevierPsicología Evolutiva y de la EducaciónMinisterio de Ciencia e Innovación (MICIN). EspañaSwedish Department of Health and Welfare2013info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/166142https://doi.org/10.1016/j.ecresq.2012.08.003reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésEarly Childhood Research Quarterly, 28 (2), 357-365.https://doi.org/10.1016/j.ecresq.2012.08.003info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1661422026-06-17T12:51:07Z
dc.title.none.fl_str_mv Social competence in internationally adopted and institutionalized children
title Social competence in internationally adopted and institutionalized children
spellingShingle Social competence in internationally adopted and institutionalized children
Palacios González, Jesús
Adoption
Institutionalization
Social competence
Sociometric status
Friendship relationships
title_short Social competence in internationally adopted and institutionalized children
title_full Social competence in internationally adopted and institutionalized children
title_fullStr Social competence in internationally adopted and institutionalized children
title_full_unstemmed Social competence in internationally adopted and institutionalized children
title_sort Social competence in internationally adopted and institutionalized children
dc.creator.none.fl_str_mv Palacios González, Jesús
Moreno Rodríguez, María del Carmen
Román Rodríguez, Maite
author Palacios González, Jesús
author_facet Palacios González, Jesús
Moreno Rodríguez, María del Carmen
Román Rodríguez, Maite
author_role author
author2 Moreno Rodríguez, María del Carmen
Román Rodríguez, Maite
author2_role author
author
dc.contributor.none.fl_str_mv Psicología Evolutiva y de la Educación
Ministerio de Ciencia e Innovación (MICIN). España
Swedish Department of Health and Welfare
dc.subject.none.fl_str_mv Adoption
Institutionalization
Social competence
Sociometric status
Friendship relationships
topic Adoption
Institutionalization
Social competence
Sociometric status
Friendship relationships
description A growing, sizable proportion of school children do not live in conventional family environments. Among these, internationally adopted children have gained increasing visibility in recent years. While other areas of their behavior have been widely explored, little is known about adopted children's social competence and their integration into peer groups. This study, involving 148 children between 4 and 8 years of age, compared 40 internationally adopted children with 50 children who were residing in institutions for children and 58 community comparison children. Social competence, problems with peers and friendship relationships were assessed using SSRS and SDQ, with both parents/caretakers and teachers as the informants. The sociometric status of the children and their friendship relationships were obtained through their teachers’ reports. The results showed statistically significant differences between children living in institutions (more problems with peers, poorer social skills and sociometric status) and those in family environments, whether adopted and non-adopted. Also, the results suggest some minor differences between the adopted and the comparison children, the former with greater visibility and the latter with higher sociometric status in the peer group.
publishDate 2013
dc.date.none.fl_str_mv 2013
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/166142
https://doi.org/10.1016/j.ecresq.2012.08.003
url https://hdl.handle.net/11441/166142
https://doi.org/10.1016/j.ecresq.2012.08.003
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Early Childhood Research Quarterly, 28 (2), 357-365.
https://doi.org/10.1016/j.ecresq.2012.08.003
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
repository.mail.fl_str_mv
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