Guided by emotional security theory, the authors of this study explored how child and context-related factors were associated with heterogeneity in young foster children’s organized patterns of fear response to distress.

This article examines rates of disparity using secondary longitudinal clinical-administrative data provided by a child protection agency in Quebec for a subsample of Black, White, and other visible minority children over a ten-year span.

In this case, we meet Maya, an adolescent girl in foster care who is trafficked for sex.

Este documento profundiza en la investigación de la inversión pública en aquellos programas o actividades en Guatemala que tienen como beneficiario final la niñez y adolescencia, separado de sus progenitores y que crece bajo el abrigo de una institución o de una familia extendida o sustituta.

This brief explores how policymakers can begin to build a comprehensive and inclusive system of supports to protect immigrant families.

Family for Every Child, as part of its How We Care initiative, has developed a series on Psychosocial support for children and families during COVID-19, which highlights different approaches taken by three of its member organizations to providing essential psychosocial support to vulnerable children and families within the context of the pandemic.

This working paper gives an overview of the key issues and challenges facing both parents and after-school programs and child care providers as they try to ensure that school-age children are safe, supervised, and able to engage in quality distance learning while their parents work.

This How We Care series explores how Family for Every Child's Members are providing essential psychosocial support to vulnerable children and families within the context of the pandemic.

The purpose of this study was to identify changes in knowledge, skills and efficacy of foster caregivers who received trauma coach services. 

This study explored (1) the role of ethnic identity in predicting internationally adopted adolescents' expectancies for success and task values and (2) the extent to which school belonging mediated these relations.