No ano de 2019, o mundo foi assolado pela eclosão do novo Coronavírus com os primeiros casos detectados na China.

Medidas preventivas e de mitigação do impacto do COVID-19 nos grupos vulneráveis e de alto risco entre os beneficiários do PSSB.

This chapter reports on one such intervention, the Family Strengthening Intervention (FSI), initially developed and tested in Rwanda to improve communication and parenting in HIV/AIDS-affected families with school-age children.

To investigate the challenges faced in addressing the needs of orphans and vulnerable children in Marondera, focus group discussions and interviews were utilised. Thematic analysis was used to analyse the data in this study and the data was presented in themes.

The purpose of this study was to determine the effectiveness of the Positive Parenting Program (Triple-P) in enabling mothers to manage stress related to parenting a child with intellectual disability (ID).

This exploratory research led by Kindernothilfe between May – July 2020 shows how the challenges facing working children and their families have been exacerbated since the outbreak and it presents their recommendations for effective and relevant responses to the pandemic.

This study adopted a phenomenological research design, purposively sampling 26 preteens and teenagers living, during the school term, in a Charitable Children's Institution (CCI) that doubles up as their School and then moving to live with foster families during the school holidays. The focal areas of the field study were the young people's experiences in the CCI, the transition to the foster families, and the young people's experiences in foster care.

This How We Care series examines how three of Family for Every Child's Members are promoting the effective integration and reintegration of children on the move through their programming.

The Young Voices survey was conducted primarily to establish the level of children’s awareness about their rights and understanding what critical issues they face in terms of their rights.

This Practitioner Guidance Paper shares the different approaches taken by three Family for Every Child Members to mitigate this disruption: moving to online learning for unaccompanied minors with METAdrasi in Greece; using the radio to provide far-reaching lessons with FOST in Zimbabwe; and engaging parents in their children's education using a socially-distanced homework collection system with CAP Liberia.