Displaying 1411 - 1420 of 2163
This study contributes to current research on the behavior problems of children in foster care by analyzing a more comprehensive set of concurrent child history and contextual predictors.
This article compares blank care order application templates used in four countries (England, Finland, Norway, and USA (California)), treating them as a vital part of the ‘institutional scripts’ that shape practice, and embody state principles of child protection.
Similarities and differences in the (short-term) psychosocial development of children in foster care, family-style group care, and residential care were investigated in a sample of 121 Dutch children one year after their initial placement.
This report describes the disproportionality of children from racial and ethnic minorities in the foster care system in Arizona and how the overwhelmingly white, Anglo-American makeup of the Foster Care Review Boards leads to cultural bias in ths sytem and can perpetuate this problem.
This study examined factors associated with extracurricular participation and whether participation in extracurricular activities is associated with completing high school and attending college among a sample of older youth transitioning from foster care (n = 312).
The purpose of this study was to describe the receipt of independent living services of youth who were formerly in care and who are currently living independently, while also looking at the skills and resources of youth who are currently in foster care in the US.
This study examined factors associated with extracurricular participation and whether participation in extracurricular activities is associated with completing high school and attending college among a sample of older youth transitioning from foster care.
This chapter explores the types of family disruption most commonly associated with various youth diagnostic concerns.
This chapter discusses findings from a qualitative study that investigated the experiences of disabled children living in out-of-home care in th UK.
The purpose of this study was to determine the proportion of school moves that can be reduced through implementation of the educational stability provisions of the Fostering Connections to Success and Increasing Adoptions Act (FCA, 2008) and the Every Student Succeeds Act (ESSA, 2015), and to identify opportunities to minimize the number of transitions that children and youth in foster care experience in the US.