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This brief guide from Casey Family Programs lays out strategies for recruiting and retaining tribal foster families for American Indian and Alaska Native children, ensuring that indigenous children can stay in their communities.
This paper presents findings from two studies, in England (2012) and Ireland (2013), which explored experiences of unaccompanied refugee minors (URM) in foster care.
This study examined the extent to which (a) maltreatment type and (b) foster care placement were associated with the educational attainment of 337 maltreated adolescents.
The authors of this study sought to better understand the potential strengths and challenges of medical foster care (MFC) as a placement setting for children with chronic critical illness (CCI).
This study analyzes semistructured interviews of 15 foster parents on how foster parents perceive the sibling relationships of youth in foster care and ways to promote these relationships.
The current study presents findings from a survey of child welfare caseworkers' experiences with reunifications and focuses on practices and key factors at the casework practice and at the system-environment level to assist in achieving successful reunification.
The current study reports the findings of a three-wave longitudinal study wherein the researchers examined the development of school engagement and analyzed which factors were predictive of school engagement in a sample of 363 Dutch foster children.
This paper examines the longer term outcomes of young people who experienced out of home care (OHC) as children, in Britain, Germany and Finland, countries characterised by different welfare regimes.
This report from the University of Bristol School for Poicy Studies and Coram Voice presents findings from a 2017 survey, in which 2,263 looked after children and young people from 16 local authorities in the United Kingdom completed the ‘Your Life, Your Care’ survey to determine their subjective, self-reported wellbeing.
This paper advocates for use of the life course perspective as a guiding research paradigm when investigating the educational experiences of adult care leavers.