This article provides a review of the literature in attachment theory, outcomes of being in foster care, impacts of trauma, and long-term attachment outcomes of foster care alumni.

This research addresses one of the most pressing and controversial issues facing child welfare policymakers and practitioners today: the dramatic overrepresentation of Indigenous families in North American public child welfare systems. The article presents a successful model of inclusive education: the Center for Regional and Tribal Child Welfare Studies (the Center) at the University of Minnesota, Duluth, School of Social Work.

This report is about the use of ‘family orders’ to support family reunification and placement with family and friends as outcomes of S31 care and supervision proceedings brought under the UK Children Act 1989. The over-arching aim of this study is to understand the opportunities, challenges and outcomes of these orders, and their use at national and regional level.

This presentation is the result of a critical discourse analysis study which explored the stories­–through interviews, observations, and journals­–of three young adult women who aged out of the foster care system in a region of Central Tennessee.

This study explores the qualitative responses of child welfare workers in Florida to understand their collaboration experiences, focusing specifically on their perceptions of facilitative factors of collaboration with Intimate partner violence (IPV) services.

This paper explores the extent to which the existing research literature has addressed four key assets to a successful transition to adulthood identified by care-experienced young people - skills and qualifications, personal connections, financial and practical support, and emotional support - and if so, what it showed about the asset’s role in a transition to adulthood.

This article is based on the author’s keynote presentation given at the Irish Foster Care Association (IFCA) conference in November 2018. It outlines an ‘ecological’ model for promoting foster care stability in Ireland.

This paper explores care leavers’ needs and priorities from the perspective of self-determination theory (SDT), which relates the individual’s motivation to the human need for competence, relatedness and autonomy.

This article presents the findings from a systematic review conducted on interventions for foster children and foster carers.

This article reports a three-stage process of developing a model of teacher education to encompass provision for Looked After Children in schools in the UK.