#59 for Internationally Adopting Parents
May 3, 2007
A new group consultation
Jean Mauro, LCSW, Psychotherapist specializing
in children and families
the midst of attachment issues:
What to do when you are concerned
During a group session we the following
questions are addressed:
- Parental expectations and the realities of bonding.
- Practical bonding and attachment between you and
your child of any age (What works and what doesn't).
- How to deal with behavioral and emotional disturbances:
excessive aggression, emotional detachment, clingy behavior.
- How to develop a support system for your family.
- Setting priorities and establishing routines.
Workshops for School Professionals
Center, Inc. in cooperation with the BGCenter offers varies online
courses about internationally adopted children at school for school
professionals. These courses may be converted into a distance learning
workshop, with the online course instructor taking your questions
and answering them during a conference call.
PAL Center for details
You receive this newsletter
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client or correspondent of the Center for Cognitive-Developmental
Assessment & Remediation,
or a former student
BGCenter Online School,
or a user of the International Adoption
International Adoption Articles
Chanting for Classroom Management
ESL can be
. the way it was explained in the TESOL/TEFL course
you took. So much so that youve even resorted to slamming books,
hitting the blackboard, yelling, screaming, and other boisterous techniques
for maintaining control.
and Anger Is My Child Normal?
and anger are quite normal during the process of growing up. Nobody
is born with uncontrollable anger problems and most anger is short lived
as a response to some frustrating or abusive situation. So how does
From Our Database
ESL for International
Historically, ESL was
designed for students from new immigrant families. At present, ESL is
a mandatory, federally funded program for every non-English speaking
child who enters the public school system. The teaching methodology
of ESL programs is for children from families where another language
is spoken. Moreover, the acceptance into the program assumes this premise.
However, from the time of adoption internationally adopted children
live in monolingual (English only) families, not in the families where
"other-than-English" language is used. Indeed, we have a unique
and paradoxical situation when students, who are legally eligible for
ESL, have the English language as their home language!
The specifics of English language acquisition
by an internationally adopted child should be properly understood in
order to modify ESL instructions accordingly. Internationally adopted
children, though a part of a traditional English Language Learners (ELL)
group, differ from the rest of the ELL population in many aspects.
Boris Gindis, Ph.D.
adopted post-institutionalized students in an ESL class
Boris Gindis, Ph.D.
as a Second Language (ESL) Instruction and Internationally Adopted Children:
Are they perfect together?
will be bringing our 3.6 year old little girl home from Russia. We tested
her on milestones and she seems to be on target or a little behind.
Now the question is: "Who and how can do an assessment for her
on arrival?" Could I use a translator to help with testing?
a Russian child, you have several choices:
1. You can do a psycho-educational
screening on arrival in the Russian language by a specialist who understands
the specifics of internationally adopted children from Russia. It's
definitely the best option, as no translator can substitute the native
knowledge of the child's language, culture, and circumstances. This
type of screening will give you a baseline psycho-educational status
of your daughter on arrival. All the rest of the programming/remediation
(if necessary) will be based on it, and, in case there are learning
disabilities, they will be apparent in the native language before the
process of learning English starts interfering. If the assessment shows
any issues, than you are prepared: you will have a required clinical
report, necessary for requesting remedial services from your school
district without "waiting for the child to learn more English".
2. You can have a psycho-educational screening with a qualified
translator if a native speaking psychologist is not available to you,
but it's clearly a limited option, though it's better in some cases
than no screening at all.
3. For a physically healthy child
without any "red flags" in their pre-adoption medical history,
a thorough assessment by an experienced in international adoption pediatrician
may be acceptable if the child is under 3-4 years old.
Boris Gindis, Ph.D.
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