Abstract
ABSTRACT Little is known about the experiences of teachers working with deprived adopted children. In this qualitative study, teachers and parents of 17 deprived Romanian adopted children showing behavioral problems (10 years 8 months old at time of study, 2 years 11 months old at adoption) were interviewed. Most children (76%) visited schools for special education. Behavioral problems reported by the teachers were hyperactive behavior, social problems, aggression, and a high sensitivity to the influence of others. Teachers attributed these problems mainly to the period of deprivation before adoption. Teachers applied a highly structured, warm, and accepting approach. In general, parents were satisfied with the teachers. Almost all teachers needed the advice of colleagues or other experts about the children.
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