Piecing together the patchwork: How a therapeutic school can help adopted children with their sense of identity.
Eight clinical and education staff at one therapeutic school were interviewed about supporting adopted children’s identity. Thematic analysis identified perceived roles for the therapeutic environment, parent work and coordination of professional networks.
Limitations: One specialist school and staff perspectives only. The study does not directly demonstrate improved identity outcomes or represent mainstream pupils. Regional location is not specified in the abstract.
- Research type
- Doctoral qualitative thesis
- Source reviewed
- Abstract
- Peer reviewed
- No
- Age group
- Children / Adolescents
Study context and review
Age group as recorded: Children; adolescents
Adoption context: Domestic adoption
Programme: Not recorded
Institutional context: No relationship identified in the material checked
No adoption-sector organisational relationship identified from metadata reviewed. Funding and conflicts were not comprehensively audited; this is not confirmation of institutional independence.
Bibliographic screening. Bibliographic relationships are not a bias or safety rating.
Topics: education, identity, professional perspectives, therapy
Review scope: Source checked: Abstract. This does not imply full-text or independent human verification.
Country as recorded: United Kingdom
- Funding
- Not yet checked for this entry
- Commissioner
- Not yet checked for this entry
- Funder role
- Not yet checked for this entry
- Declared conflicts
- Not yet checked for this entry
- Recruitment
- Not yet checked for this entry
- Adoptee involvement
- Not yet checked for this entry
Entry: study_c002d2e72055db5b