This chapter from Social Work Practice in Africa: Indigenous and Innovative Approaches presents a traditional fostering model adopted by a group of women in Northern Uganda, analysing its potential for building resilience and for contributing to social capital and social development within the broad context of post-conflict situations.

This research is based on a stock-taking of the current situation. It is based on a comprehensive literature review and a genuine primary research with service users as well as policy makers, service providers, children and families.

This article describes some of the research outcomes and the ongoing work of the research collaboration between University College Cork (UCC) and Tusla – Child and Family Agency which sought to make a contribution to fostering stability through applying the approach of traumainformed care.

The aim of the article was the analysis of the problem of speech development in care and educational institutions and family-run children’s houses in Poland.

This article summarizes and analyzes the successful regional experience of foster care in Russia; the authors presented models of interaction between authorities, children and educators, allowing to create conditions for the formation of a socially responsible person, focused on the values of education.

This working paper has reviewed cross-national datasets for the general population and available national data and other relevant (grey and academic) literature concerned with young people in care and care leavers in the three study countries.

This article argues that the US state of Alaska should enact a state statute to provide clear guidance to state child welfare practitioners and state courts that Alaska’s state government recognizes an Indian custodianship created through Tribal law or custom as a pathway for Indian children to exit the overburdened state foster care system.

The aim of this doctoral thesis was to identify why there are higher rates of unauthorised absence from school among post-primary looked after children and young people (LACYP), what does this tell us about their educational experiences, and what is known to be helpful or unhelpful in addressing this issue.

This report presents the findings arising from a small-scale exploratory study commissioned by Irish Penal Reform Trust (IPRT) that aimed to explore the extent to which children with care experience are over-represented in the Irish youth justice system.

The present study is part of a knowledge translation project in collaboration with local CWS with the aim to develop, implement, and evaluate Enhanced Academic Support (EAS) for primary school children in Child Welfare Services (CWS) in Norway.