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This chapter of Child Maltreatment in Residential Care describes Interaction Competencies with Children – for Caregivers (ICC-C), a preventative intervention approach to improve the quality of care and reduce the incidence of maltreatment within institutional care settings in Sub-Saharan Africa.
This chapter from Child Maltreatment in Residential Care presents the key findings from the Bucharest Early Intervention Project (2003), a longitudinal randomized control study which revealed the immense developmental impact of the severe deprivation experienced by children placed in institutional care shortly after birth.
This paper provides evidence-based guidance on the use of family interventions involving children with a history of institutionalization prior to their placement in family-based care through foster care, adoption, or reunification with their families.
This chapter from Child Maltreatment in Residential Care provides an overview of institutional care in Latin America and the Carribean, describes current efforts toward deinsitutionalization and child care reform in the region, and discusses practical suggestions for further research and reform.
This report analyzes the relationship between poly-victimization and the internalizing and externalizing symptoms amongst 12-17 year old youth living in residential care centers in Spain.
This study investigated the correlation between the self-reported academic achievement of Romanian institutionalized children living in long-term residential care and numerous variables related to their experiences in institutional care.
This qualitative study explored the emotional experiences of 15 adolescents placed in foster care in South Africa.
Child Trends reviewed the literature on parenting knowledge among first-time parents with young children (2 years and younger). Specifically, they examined research on what parents know and want to know about parenting and child development, where they get their information, and what sources of information they trust.
This study investigated and compared electroencephalogram (EEG) functioning between a group of institutionalized adolescents and a never institutionalized group of adolescents during a social decision making task.
This paper offers recommendations for child welfare professionals, caregivers and systems to use the research on adolescent brain development to work effectively with youth in or emerging from foster care.
