Displaying 1201 - 1210 of 2182
This study analyzes the opinions of foster families and social workers regarding the benefits and problems associated with contact visits.
The aim of this research is to examine the relation between school attachment and school achievement and foster care placement.
This study evaluated the implementation of Trauma-systems Therapy-Foster Care (TST-FC) in two state child welfare agencies that included training for staff and resource parents.
The focus of this paper is the challenge of implementing trauma‐informed practice in the child protection service provided by the Intensive Intervention work stream.
In this paper, the authors use procedural justice theory as a lens to explore how “intervention with parental agreement” (IPA) policy is enacted in practice.
This paper investigates avoidant attachment, which is characterized by emotional guardedness and reluctance to rely on others for support.
Based on a large‐scale longitudinal study from Norway, this article examines early school leaving between ethnic minority groups and the ethnic majority in the child welfare population.
The recommended interventions in this book is the result of a systematic review of literature conducted through a combination of hand and electronic database searches to select, appraise, extract, synthesis and analyse primary articles to find interventions that work.
This article presents findings of a state-wide trauma informed child-welfare initiative with the goal of improving well-being, permanency and maltreatment outcomes for traumatized children.
This study compared the histories, circumstances and pathways of children receiving quasi-compulsory home-based support (under a child protection plan) to those for children ever placed in out of home care.