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This book prepares future child welfare professionals to tackle the complex and challenging work associated with responding to child maltreatment.
This book outlines narrative and dramatic approaches to improve vulnerable family relationships. It provides a model which offers new ways for parents to practise communicating with their children and develop positive relationships.
This Chapter from the book Education in Out-of-Home Care reviews research and promising programs in the U.S. affecting the educational success of children in foster care.
This chapter from the book Education in Out-of-Home Care examines as case studies the Australian media coverage of final secondary results, juxtaposed with the experiences of several care-leavers currently attending a regional university, as gleaned from in-depth interviews and enrolment data-analysis. These accounts consistently affirm an array of systemic and cultural obstacles to the successful pursuit of their education.
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).
In this chapter from the book Education in Out-of-Home Care the authors highlight ongoing legislative and policy challenges related to postsecondary education for care leavers.
This chapter from the book Education in Out-of-Home Care presents findings from a study of the educational progress of Out of Home Care (OHC) children in England.
The present research from the book Education in Out-of-Home Care examined the question of possible gender effects of a tutoring program for children in foster care in Ontario, Canada, as well as several other questions of a practice-related nature, including the impact of implementation fidelity on the effectiveness of the tutoring program and the children’s and caregivers’ perception of the tutoring.
This chapter from Education in Out-of-Home Care describes part of a project in England where the concept of Caring Schools was developed, with four domains: ethos and leadership, child focused practice, relationships with parents and carers, and interagency working.
This chapter from the book Education in Out-of-Home Care reviews available evidence, drawing on a recent small-scale English research study to explore the potential of early education as an intervention for children in care.