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Parental opioid use disorder (OUD) is a risk factor for the maltreatment of children and placement into foster care. This brief explores the availability of opioid agonist therapy (OAT) in U.S. counties experiencing different increases in foster care entry rates.
This project aimed to identify factors that might explain the ‘attainment gap’ for Children in Need (CIN) and Children in Care (CIC) in England.
In this study, the authors examined (a) whether institutional rearing is associated with continued social communication (SC) deficits into adolescence; (b) whether early placement into foster care mitigates risk for SC problems; and (c) associations between SC and psychopathology from middle childhood (age 8) to adolescence (age 16).
The objective of this study is to identify situations and behaviors occurring during contact visits that are likely to have an impact on a foster child's well‐being.
This statistical release provides national and local authority (LA) level information on the outcomes for children who have been looked after continuously for at least 12 months at 31 March 2019, by local authorities in England.
Using an ethnographic approach including interviews, walks, observation and photomap making, this article reports on the findings from a unique pilot study of the social and educational lives of young foster children (aged 0‒4) in an inner London borough.
This article contributes to the growing area of research appertaining to the use of mobile communication devices and the internet by children in care in order to maintain contact with family and friends. It is based on a triadic method of semi-structured interviews with 12 young people and their foster carers and social work practitioners.
The study reported here was undertaken as part of a children’s health needs assessment in an English local authority. It sought to understand why looked after children experience such high levels of poor mental health and make growing demands on therapeutic services.
Using an ethnographic approach including interviews, walks, observation and photomap making, this article reports on the findings from a unique pilot study of the social and educational lives of young foster children (aged 0‒4) in an inner London borough.
Building on an earlier pilot study where foster carers of young children saw education as something that largely happens outside the home, this paper presents a knowledge exchange project that aimed to build foster carers' self‐concept as educators.
