Support from a campus recovery program is essential for many recovering students. There are a variety of recovery program components that can foster the sense of community that was so important to the students in this study.

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The purpose of this qualitative study was to examine the ways in which family formation processes were presented in international children's adoption books. Guided by Pinderhughes' (1996) adoptive family development model, we conducted a content analysis for the representation of two developmental phases (anticipation and accommodation). A total of 24 publicly accessible books (e.g., via libraries, websites, or bookstores) were coded independently by two researchers. The results indicated that adoptive developmental tasks were represented in the books. The books were transparent in the description of positively and negatively valenced events (e.g., adoptive children are withdrawn from new parents). Implications for practice and service provision and research are offered.

In this article, we examine the roles of Coleman's social capital in university attendance among Cambodian young adults, utilizing grounded theory that includes in-depth interviews with 10 purposefully selected thirdyear university students. Results indicate that self-motivation, parental expectations, extended family assistance, mentors' assistance, sibling inspirations, and social norms serve as student-acquired resources that facilitate university attendance. Under Coleman's framework, numerous studies concentrate on the role of authoritative figures (e.g., parents or parents' networks) in children's developmental trajectories, viewing parents as sole distributors of resources to children whose outcomes depend on what they receive-in the absence of which, their positive developmental outcomes would be negated. This study, however, provides further evidence that children are capable of assisting each other, motivating themselves, and overcoming adverse social norms to help them advance academically, in the absence or lack of parental attention and/or involvement. This study suggests that individuals' self-motivation be integral in social capital concepts.

Contemporary research on parent–adolescent decision making has been concerned with decision outcomes and has viewed these outcomes as indicators of adolescent autonomy. We offer an alternative, dialogical perspective, which directs attention to how adolescents and parents co-construct a decision. The analysis is based on parent and daughter narrations of an important school choice—the decision to apply to a new college-preparatory middle school for girls. By highlighting the decision process in three families, we illustrate how co-construction of a decision can differ even among families who would be classified in the same way on the commonly used outcome assessment. We also question the concept of adolescent decision-making “autonomy” in that it has fostered a disregard for the rich dialogical context of all decision making.