Look out! ‘Looked after’! Look here! Supporting ‘looked after’ and adopted children in the primary classroom

Dann, Ruth

doi:10.1080/03004279.2010.488069

Cited by 12 publications

(13 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Some attention is now being paid to looked‐after children in the UK, following the publication of Every Child Matters (2003) and the Children Act (2004). However, children who have been adopted are often overlooked (Dann, ) despite evidence that placement of these children in a stable familial environment does not always eradicate the impact of early life trauma, neglect, or abuse on developmental progress and educational achievement (Cairns, ).…”

Section: Introductionmentioning

confidence: 99%

Evaluating the efficacy of the Headsprout© reading program with children who have spent time in care

Storey

McDowell

Leslie

2017

Behavioral Interventions

View full text Add to dashboard Cite

This study investigated whether Headsprout©, an internet‐based phonics program designed on behavioral principles, is an effective supplementary tool to improve literacy skills of children who have spent time in care and are at risk of reading failure. Participants were 8 children (aged 5 to 10) who had spent over 3 years in care and were fully adopted at the time of the study. Participants' literacy skills were assessed prior to intervention using 2 standardized reading attainment tests. Participants were then randomly assigned to either treatment or a waiting list comparison group. There were 2 Headsprout© treatments, but all participants in the treatment group completed 1 HeadsproutStartCopTextStartCopText© lesson 4 times per week, under the supervision of the first author, while participants in the comparison group interacted with the first author 4 times per week engaging in nonliteracy‐based computer activities. Results from 2 standardized reading attainment tests showed an improvement in word recognition age and oral reading fluency for the HeadsproutStartCopTextStartCopText© learners but scores either remained the same or decreased over a 4‐month period for participants in the comparison group. The findings support the wider use of HeadsproutStartCopTextStartCopText© with at‐risk children though more research is clearly warranted at this time.

show abstract

Section: Introductionmentioning

confidence: 99%

Evaluating the efficacy of the Headsprout© reading program with children who have spent time in care

Storey

McDowell

Leslie

2017

Behavioral Interventions

View full text Add to dashboard Cite

show abstract

“…For example, care-experienced youth are identified as being a vulnerable group, with strong evidence suggesting they can often present with complex emotional and behavioural issues (DfE, 2017b;Evans, Brown, Rees, & Smith, 2017;Iwaniec, 2006a;2006b). Adverse childhood events (such as trauma from familial abuse and/or neglect) which lead to them entering care may have numerous pervasive effects on later health and broader social and psychological wellbeing (Levy & Orlans, 1998;Dann, 2011). This can include limited stable relationships, attachment issues and a lack of resilience (Simkiss, 2015).…”

Section: Care-experienced Youth and 'Positive' Activitiesmentioning

confidence: 99%

Care-experienced youth and positive development: an exploratory study into the value and use of leisure-time activities

2018

View full text Add to dashboard Cite

Numerous youth development outcomes are thought to ensue from participation in 'positive' activities (including leisure activities), yet little is known about how care-experienced youth access and benefit from such activities. Underpinned by a positive youth development perspective and informed by the socio-ecological model, this study aimed to: (1) identify how care-experienced youth spent their leisure-time and what shaped their participation; and (2) explore how care-experienced youth think leisure-time activities contributed to their positive development. A questionnaire, designed to capture a quantitative appreciation of careexperienced youths' leisure-time activities and a qualitative understanding of their experiences, was distributed in the North of England. Descriptive statistics were generated from the quantitative data of 86 questionnaires, while a concurrent inductive and deductive content analysis was applied to the qualitative responses. Sport/physical activities were the most frequently engaged in activities, during leisure-time, with sedentary, self-directed activities also reported. Care-experienced youth identified that engagement in sport/physical activities developed confidence, competence, character and connections, while arts-based activities provided an opportunity to be creative and engage in self-management. Positive peer and adult relationships were viewed as central to securing positive outcomes, but care-experienced youth felt they faced notable challenges in this respect. Finally, implications for practice are considered.

show abstract

“…Learning problems are more common among adopted children than nonadopted children (Baker, 2013), particularly those adopted IL (Windsor, Glaze, Koga, & Bucharest Early Intervention Project Core Group, 2007;Zeanah et al, 2011). Early abuse and neglect, which are not uncommon among children in FC, can have longterm effects on socioemotional functioning, classroom behavior, and educational attainment (Dann, 2011;Heath, Colton, & Aldgate, 1994). In the school context, the effects of difficult early life circumstances and multiple caregivers may manifest as disruptive behavior, social difficulties, disorganization, and distractibility, all problems noted by teachers regarding adopted children (Baker, 2013;Dann, 2011;Rijk, Hoksbergen, & ter Laak, 2008;van IJzendoorn et al, 2005).…”

Section: Adopted Children's School Experiencesmentioning

confidence: 99%

“…Early abuse and neglect, which are not uncommon among children in FC, can have longterm effects on socioemotional functioning, classroom behavior, and educational attainment (Dann, 2011;Heath, Colton, & Aldgate, 1994). In the school context, the effects of difficult early life circumstances and multiple caregivers may manifest as disruptive behavior, social difficulties, disorganization, and distractibility, all problems noted by teachers regarding adopted children (Baker, 2013;Dann, 2011;Rijk, Hoksbergen, & ter Laak, 2008;van IJzendoorn et al, 2005). Teachers and school social workers should seek to approach such behaviors in the context of children's early experiences (e.g., trauma, neglect).…”

Section: Adopted Children's School Experiencesmentioning

confidence: 99%

“…Teachers and school social workers should seek to approach such behaviors in the context of children's early experiences (e.g., trauma, neglect). An adoption-sensitive lens will help school personnel to reframe interpretations of problematic behaviors and thus better support adopted students who are struggling in the classroom (Dann, 2011).…”

Section: Adopted Children's School Experiencesmentioning

confidence: 99%

See 1 more Smart Citation

“There is So Much to Consider”: School-Related Decisions and Experiences among Families who Adopt Noninfant Children

Goldberg

Frost

Black

2017

Families in Society: The Journal of Contemporary Social Service

View full text Add to dashboard Cite

Parents who adopt noninfant children often find that these children have academic and behavioral difficulties and may have experienced trauma—challenges that may have implications for school decision making and experiences. This qualitative study examined school selection processes and experiences among lesbian, gay, and heterosexual parents who had adopted children over the age of 24 months (N = 18 families) 5 years earlier. Practical factors (e.g., cost and location) and the unique needs of their children (e.g., diagnoses, trauma history) were often more pressing than race and family structure (i.e., lesbian/gay-parent headed) considerations in selecting schools. Parents encountered complex challenges in establishing and maintaining appropriate school supports and services. Parents and school staff should work collaboratively using trauma-sensitive approaches to help adopted children succeed in school.

show abstract

Look out! ‘Looked after’! Look here! Supporting ‘looked after’ and adopted children in the primary classroom

Cited by 12 publications

References 2 publications

Evaluating the efficacy of the Headsprout© reading program with children who have spent time in care

Evaluating the efficacy of the Headsprout© reading program with children who have spent time in care

Care-experienced youth and positive development: an exploratory study into the value and use of leisure-time activities

“There is So Much to Consider”: School-Related Decisions and Experiences among Families who Adopt Noninfant Children

Contact Info

Product

Resources

About