Elementary School Counselors' Perceptions of and Practice with Students Adopted Transracially ...

166 Pages·2015·2.54 MB·English

Elementary School Counselors’ Perceptions of and Practice with Students Adopted Transracially

Susan Florence Branco

Dissertation submitted to the faculty of the Virginia Polytechnic Institute and State University in
partial fulfillment of the requirements for the degree of

Doctor of Philosophy
In
Counselor Education

Pamelia E. Brott, Chair
Hannah Barnhill Bayne
Kami M. Patrizio
Laura E. Welfare

August 5, 2015
Falls Church, VA

Keywords: elementary school counselors, transracial adoptees, phenomenology

Copyright 2015
ELEMENTARY SCHOOL COUNSELORS’ PERCEPTIONS
Elementary School Counselors’ Perceptions of and Practice with Students Adopted Transracially

Susan Florence Branco

ABSTRACT

The purpose of this study was to explore the lived experiences of elementary school
counselors working with students adopted transracially (SATr) and their families. Previously, the
voices of elementary school counselors have been omitted from the limited scope of professional
literature available related to school counseling practice with SATr.
Using a phenomenological method, research questions were developed to capture the
perceptions, needs, and practices of elementary school counselors working with SATr and their
families. The purposeful sample of 11 participants represented elementary school counselors
from Northern and Southern Virginia and West Virginia. The participants had professional
school counseling experience ranging from one to 27 years where they worked with a range of
one to over 200 SATr and their families. A structured analysis process was used that included
coding (i.e., open, axial, selective), writing textural and structural descriptions that were verified
by participants, and developing composite summaries. This structured process uncovered the
categories, sub-categories, and themes leading to a core category. Bracketing was used to
maintain the trustworthiness of the research study.
The findings included eight themes as continuums reflecting the various perceptions,
needs, and practices of the participants in working with SATr and their families. The shared
lived experiences can best be described as a “CONTINUUM OF COMFORT AND CONFIDENCE”
whereby elementary school counselors relied on using foundational counseling skills,
understanding human development, applying multicultural competency, and being sensitive to
adoption related practices. Additionally, they continually refined their practice strategies in being
responsive to the needs of SATr and their families.
Although the findings of this study cannot be generalized, the narratives of these
elementary school counselors offer important insight and generate recommendations for practice.
Salient recommendations include frequent collaboration among school and mental health
counselors, the need for elementary school counselor advocacy to promote acceptance and
inclusion of SATr and their families, and the necessity for counselor educators to include
coursework on transracial adoption. Future research with middle and high school counselors,
ELEMENTARY SCHOOL COUNSELORS’ PERCEPTIONS iii

SATr and their families who have used school counseling services, and professional
development training will deepen our understanding for inclusive comprehensive,
developmentally appropriate school counseling programs.
ELEMENTARY SCHOOL COUNSELORS’ PERCEPTIONS iv

ACKNOWLEDGEMENTS

I would like to express my profound gratitude to my committee chair, Dr. Pamelia Brott,
who provided tremendous support and encouragement with unwavering professionalism and
patience as I completed this work that I hold so dear. This project rose to a standard of
excellence that would not have been possible without her commitment. I thank my other
committee members: Dr. Hannah Bayne, whose encouragement, kind spirit, and guidance made
completion of this project possible; Dr. Kami Patrizio, whose qualitative course introduced me to
a methodology I had not previously considered and whose willingness to offer guidance, even on
weekends proved invaluable; and to Dr. Laura Welfare, whose consistent support, practical
advice, and warmth helped me to move past the second guessing moments. I extend appreciation
to the entire Counselor Education Department for supporting, encouraging, and believing in my
abilities as a doctoral student.
I would certainly not be where I am today without the unconditional love and seemingly
never ending support of my parents, Jean and Carmen Branco. You always celebrated my
triumphs and remained by my side even in the more challenging moments. I am so appreciative
that we found each other to become our family. To my children, Mateo and Angelina, thank you
for reminding me at all times what the most important things are in this life. I promise that I will
be at your football games and class parties from this point forward. To my partner, Eddie, you
arrived right in the middle of this process and it did not deter you from willingly joining my
family. I thank you so much for your patience and support.
There are significant persons I would like to acknowledge as critical in my journey. My
Virginia Tech doctoral peers who befriended me, supported me, and provided for lots of laughter
as needed. To my transracial adoptee warriors, JaeRan Kim, Subini Annamma, and Kripa
Cooper-Lewter, who never let me forget why this work is needed. To the transracial adoptee
clinicians, Joy Lieberthal Rho, Kathy Sacco, Amanda Baden, and Melanie Chung-Sherman, who
constantly provided clinical guidance, support, and reminded me that we are in this together. To
my Minority Fellowship Program co-hort members who shared in this journey with me and
renewed my spirit to keep fighting the good fight.
ELEMENTARY SCHOOL COUNSELORS’ PERCEPTIONS v

TABLE OF CONTENTS
Page #
ABSTRACT
ACKNOWLEDGEMENTS iv
TABLE OF CONTENTS v
LIST OF TABLES xi
LIST OF FIGURES xii
CHAPTER 1: INTRODUCTION………………………………………………….…… 1
Purpose of the Study 3
Research Questions 4
Definitions of Terms 5
Delimitations of the Study 6
Summary 6
CHAPTER 2: REVIEW OF THE LITERATURE……………………………………. 8
Multicultural and Developmental Considerations 8
Multicultural Perspectives 8
Multiple heritage persons 9
Multicultural competency in counseling 10
Developmental Frameworks 10
Psychosocial development 11
Identity development 11
Racial and ethnic identity 12
Adoption in the US 14
History of Adoption and Transracial Adoption in the US 14
Adoption Related Tasks and Adjustment 17
Adoptive Person Identity 18
Transracial adoptive developmental tasks 19
Acculturation and reculturation 20
Adoption Counseling 22
Adoption Competency Standards 22
Helping Professionals’ Preparedness in Working with Adopted Persons 23
ELEMENTARY SCHOOL COUNSELORS’ PERCEPTIONS vi

Transracial Counseling 25
Adoption Sensitive Counseling Strategies 26
Child Parent Relationship Therapy (CPRT) 28
Whole Family Theraplay (WFT) 29
Transracial Adoption Specific Interventions 30
Utilization of post-adoption services 30
Transracial adoptive parent cultural competence 31
Family counseling 31
Group counseling 32
Summary of Adoption Sensitive Counseling 33
Elementary School Counseling 33
School Counseling Program 34
School Counselor Multicultural Competency 37
Elementary School Counselors 39
School Counselors’ Perceptions of and Counseling Strategies with
Multiple Heritage Students 42
SATr Needs in Schools and School Counselor SATr Sensitive Practices 45
Adoption Sensitive Practices in the School Counseling Program 51
Summary 52
CHAPTER 3: METHODS……………………………………………………………… 55
Research Design 56
Conceptual Frameworks 57
Phenomenology 57
Participants 58
Procedures 59
Institutional Review Board 59
ACA Ethics 60
Data Collection Methods 60
Interviews 60
Field notes 61
Reflexive journal 62
ELEMENTARY SCHOOL COUNSELORS’ PERCEPTIONS vii

Data Storage 62
Interview Process 62
Pilot Interview 63
Role of the Researcher 63
Phenomenological Data Analysis 65
Step 1: Bracketing 65
Step 2: Identifying Significant Statements 66
Step 3: Clustering into Meaning Units/Themes 66
Step 4: Writing Textual Descriptions 67
Step 5: Writing Structural Descriptions 67
Step 6: Developing a Composite Summary Description 68
Dedoose Coding Process 68
Trustworthiness 69
Credibility 69
Transferability 69
Dependability 69
Confirmability 70
Summary 70
CHAPTER 4: RESULTS……………………………………………………………… 72
Participants 72
Coding and Analysis 73
Open Coding 75
Textural and Structural Descriptions 78
Composite Summary 80
Axial Coding 80
Selective Coding 81
Themes from the Elementary School Counselors’ Experiences 83
Q1: What are elementary school counselors’ perceptions of SATr? 85
Families are families ß à better qualified 85
Types 85
Awareness 85
ELEMENTARY SCHOOL COUNSELORS’ PERCEPTIONS viii

Influence on connections 86
A totally different animal ß à the looking glass self 87
Types of adoption 88
Adoption related developmental tasks 88
Adapting/Adjusting/Surviving 89
Difficulties 89
A-ha moments ß à erasing the past 91
Strengths 91
Adoptive parenting differences 92
Challenges 93
Q2: What are common needs and concerns presented to school 95
counselors by students adopted transracially and their families?
You don’t always know ß à they stick out 95
Observed 95
Tellers 96
Hidden 96
Figure it out as I go ß à it varies 97
Strategies 97
Socio emotional 97
Q3: What counseling approaches and techniques have worked well with 98
this population?
A variety of ways ß à it’s no different 98
Variety of ways 98
Meetings/Screenings 98
Group ß à nuts 99
Consultation and collaboration 99
Responsive services 100
Adoption Sensitive 101
Strengths ß à limitations 101
Advice 102
Multicultural counseling 102
Challenges 103
ELEMENTARY SCHOOL COUNSELORS’ PERCEPTIONS ix

Core Category: A Continuum of Comfort and Confidence 104
Summary 105
CHAPTER FIVE: DISCUSSION………………………………………………………. 106
A Synthesis of Results 107
Perceptions 107
Needs and Concerns 109
Practice 109
Triangulation of Findings 110
Convergent 110
Counselor preparedness 110
Elementary school counselors 111
Multicultural counseling competencies 111
SATr school counseling needs 112
School counselor SATr sensitive practices 112
Individual and group counseling 112
Classroom guidance 113
Consultation and collaboration 113
Adoption sensitive 114
Divergent 114
Limitations of the Study 115
Implications 116
Mental Health Counseling Practice 116
Elementary School Counselors 117
Counselor Educators 117
Research 118
Summary 118
REFERENCES………………………………………………………………………….. 120
APPENDICES……………………………………………………………………………
A Transracial Adoptive Parent Cultural Competence 132
B Adoption Counseling Competencies and School Counselor Interventions 134
C Recruitment Letter 136
ELEMENTARY SCHOOL COUNSELORS’ PERCEPTIONS x

D Response to Interested Participants 137
E Participant Demographic Questionnaire 138
F Informed Consent for Participants 139
G Interview Protocol 143
H Reflexive Journal Protocol 144
I Amended IRB Approval 145
J Coding Iteration for Participant P004 147
K Final Codebook Summary 152