Adoptees (n ϭ 100) and a matched group of their friends completed measures of psychosocial well-being thought particularly salient for adult adoptees. Results indicated more similarities (life satisfaction, life regrets, purpose in life, intimacy, substance abuse) than differences (connectedness, depression, self-esteem) between the two groups. Adoptees expressed stronger regrets about 75 general than adopted-related issues. Follow-up analyses suggested greater variability within the adoptee than the friend group on several variables; search status helped explain this greater variability.

Five adoption-reconstruction phases were identified in narratives of 100 adoptees ages 5 to 55 years. Phases ranged from no awareness of adoption issues (Phase 1) to acute awareness accompanied by anger, resentment, and sadness about adoption (Phase ) to a sense of peace and acceptance (Phase 5). Consistent quantitative and qualitative differences were found among adoptees at the 5 phases on multiple measures of functioning.

The findings of this study indicate that GNPs are prescribing medications for complex medical conditions.

This study provides insight into the complex practice characteristics of GNPs. GNPs are combining the nursing skills so necessary to care for older adults with advanced clinical services and clinical procedures deemed medical acts. Various factors influence how GNPs practice, including geographic location, type of practice, and whether the GNP was the first person to be employed as a nurse practitioner at the practice.

A large percentage of African American students comprise special education classes; yet few African Americans are special education teachers. Determinants of success for African Americans pursuing graduate study previously cited in the literature include academic and financial support, and facultystudent mentoring relationships. This qualitative study was designed to explore and describe the experiences of seven African Americans who completed master's degrees in special education at traditionally White institutions (TWIs). Participants received their bachelor's degree in special education from a historically Black university. Results revealed that for all of the respondents (N ϭ 7), getting accustomed to a new cultural environment on their campuses was their primary challenge. A paucity of social supports at TWIs was also a shared concern. Recommendations for faculty at historically Black colleges and universities (HBCUs) and TWIs are discussed that can enhance African Americans' persistence in and successful completion of the master's degree process at TWIs.