Displaying 1 - 10 of 464
This paper explores the usefulness of undertaking a longitudinal analysis of administrative data on children in care at local authority level to determine the care pathways for children entering care, differentiating by age at entry.
For this study, a general sample of the New South Wales (NSW) public completed an online survey about adoption practices and their willingness to consider adopting from out-of-home care, with background questions on perceived social support and life satisfaction.
This study tested a web‐based parenting course called FosterParentCollege.com (FPC) Culturally Competent Parenting (CCP) for transracial foster and adoptive parents.
This paper is based on field work experience, review of relevant literature and studies on alternative child care system in Nigeria.
This article describes how the disconnect experienced by Aboriginal children removed from their families and communities in Australia is understood as a dysphoria holding both body-focused aspects and cultural aspects.
This article explores how the type of placement in children's social care influences identity formation and contact with the birth family. It draws on 40 life history interviews with Romanian-born, care experienced young people who entered adulthood from different types of placement: 16 from residential care, eight from foster care, seven from domestic adoption and nine from intercountry adoption.
This case study profiles the reintegration experiences of one child who has participated in the Tubarerere Mu Muryango (Let’s Raise Children in Families - TMM) programme in Rwanda.
This article explores the findings of a study on the role of the social worker in adoption with a focus on ethics, concentrating on the perspectives of adopted people, birth parents, and adoptive parents.
This country care review includes the care-related Concluding Observations adopted by the Committee on the Rights of the Child.
This study sought to understand how post‐institutionalized children interact with unfamiliar peers and the factors that predict the quality of these interactions in order to shed light on the processes contributing to the persistent, often increasing social deficits seen in post‐institutionalized children.