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Social skills of adopted Chinese girls at home and in school: Parent and teacher ratings

Author

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  • Tan, Tony Xing
  • Camras, Linda A.

Abstract

This study examines adopted Chinese girls' social skills at home and in school as well as the effect of pre-adoption adversity on these skills. Parent ratings of 869 girls and teacher ratings of 611 of the 869 girls were obtained using the Social Skills Rating System for parent (SSRS-P) and teacher (SSRS-T) respectively. The girls were adopted on average at 15.6 months (SD = 13.9) and were in three age groups, including preschool, elementary school, and secondary school. Data on five indicators of pre-adoption adversity (i.e., signs/symptoms, delays at adoption, initial refusal/avoidance of adoptive mothers, crying/clinging behaviors, and age at adoption) were obtained from the same adoptive parents 2 years prior. Findings suggest that both parents and teachers rated the girls as either similar to or better than US norms on the SSRS. Parent-teacher agreement on SSRS subscales was significant but modest (rs = 0.12-0.25). Two indicators of pre-adoption adversity (i.e., delays at adoption and initial refusal/avoidance of adoptive mothers) predicted poorer social skills at home; two other indicators of pre-adoption adversity (i.e., signs/symptoms and age at adoption) predicted poorer social skills in school.

Suggested Citation

  • Tan, Tony Xing & Camras, Linda A., 2011. "Social skills of adopted Chinese girls at home and in school: Parent and teacher ratings," Children and Youth Services Review, Elsevier, vol. 33(10), pages 1813-1821, October.
    • Handle: RePEc:eee:cysrev:v:33:y:2011:i:10:p:1813-1821
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    Cited by:

    1. Dalen, Monica & Theie, Steinar & Rygvold, Anne-Lise, 2020. "School adjustment of internationally adopted children in primary school: A mother and teacher approach," Children and Youth Services Review, Elsevier, vol. 109(C).

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