TY  - JOUR
PY  - 2024//
TI  - School victimization and psychosocial adjustment among Eastern European adopted adolescents across Europe
JO  - Child: care, health and development
A1  - Cáceres, Isabel
A1  - Palacios, Jesús
A1  - Ferrari, Laura
A1  - Ranieri, Sonia
A1  - Rosnati, Rosa
A1  - Miller, Laurie C.
A1  - Theie, Steinar
A1  - Carrera, Pablo
A1  - de Montclos, Marie-Odile Pérouse
A1  - Román, Maite
SP  - e13217
EP  - e13217
VL  - 50
IS  - 1
N2  - BACKGROUND: Little is known about bullying experienced by internationally adopted teens residing in Europe. <br><br>OBJECTIVES: Within the framework of an international research effort involving several European countries, the main goal of this study was to explore the experiences of bullying victimization suffered by adopted adolescents, as well as its impact on their psychological adjustment. <br><br>METHODS: The sample consisted of 199 adolescents born in Eastern European countries and adopted in France (n = 50), Italy (n = 59), Norway (n = 25) and Spain (n = 65). <br><br>RESULTS: More than half of the adopted adolescents had been exposed to some form of peer victimization in the previous 2 months, with verbal harassment and social exclusion being the most common forms of victimization. Differences between receiving countries were not statistically significant, suggesting a common pattern for Eastern European adopted adolescents living in Western Europe. More frequent experiences of peer victimization were associated with more psychological difficulties among the adopted adolescents. <br><br>CONCLUSIONS: Findings highlight that adopted adolescents might have considerable difficulties in social integration with peers; these experiences of peer victimization might play an important role hindering their psychosocial adjustment. The socioemotional development of adopted people is not only linked to their pre-adoptive experiences; factors in their daily lives (i.e., peer relationships) may also be associated with their psychological adjustment later in life. Interventions are needed to promote the real inclusion of these groups of children in their social and educational contexts.<p />  <p>Language: en</p>
LA  - en
SN  - 0305-1862
UR  - http://dx.doi.org/10.1111/cch.13217
ID  - ref1
ER  -