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This chapter from 'Addressing Multicultural Needs in School Guidance and Counseling' focuses on the psychological and social issues that orphans and other vulnerable children experience when their parents are no longer alive.
This Chapter from Education in Out-of-Home Care illustrates that increased resourcing is needed to facilitate the achievement of improved education outcomes for Australian primary school children in out-of-home care (OHC).
The objective of this study was to examine associations between being the subject of child protection reports in early childhood and diagnoses of mental disorders during middle childhood, by level of service response.
Objectives of this study were twofold. To identify combinations of adverse childhood experiences that are associated with out of home placement (OOHP)—based on both duration of OOHP and change in actual placement during each time point, among welfare involved youth. The second objective was to understand long-term negative outcomes during adolescence that are associated with greater placement instability.
The objective of this study was to determine if Spanish foster care children and Spanish non-foster children differ on sluggish cognitive tempo (SCT), ADHD-inattention (IN), ADHD-hyperactivity/impulsivity (HI), oppositional defiant disorder (ODD), limited prosocial emotions (LPE), anxiety, depression, social and academic impairment measures and if the duration of foster care predicts a reduction in symptom and impairment differences between foster and non-foster care children.
This article summarises how genetically informed research designs can help disentangle genetic from environmental processes underlying psychopathology outcomes for children, and how this evidence can provide improved insights into the development of more effective preventive intervention targets for adoptive and foster families.
The current study compares risk factors and sleep in a sample of foster care alumni and low-income young adults aged 18–24.
This report from Lumos defines the global problem of institutionalization of children - including the factors that drive it and the harmful impacts it has on children's physical and cognitive development - and proposes global solutions in line with the Sustainable Development Goals.
This chapter highlights the key assumptions underlying Randomized Control Trials (RCTs) and illustrates them with regard to the practice of RCTs in the realm of child and adolescent development.
The purpose of this commentary is to reflect on the utility and possible application of the suggestions and study designs in this special issue to real‐life intervention studies in dynamic context settings.