Children Living without Biological Parent
Children at Risk of Separation
Other Relevant Reforms
Key Research Sources
Drivers of Institutionalisation
Displaying 1 - 10 of 82
Цель исследования состоит в изучении проблем психологической адаптации биологических детей в приемной семье и возможности детско-родительского клуба в их преодолении.
This book provides new and empirically grounded research-based knowledge and insights into the current transformation of the Russian child welfare system. It focuses on the major shift in Russia’s child welfare policy: deinstitutionalisation of the system of children’s homes inherited from the Soviet era and an increase in fostering and adoption.
"As many as 1,000 babies born to surrogate mothers in Russia for foreign families have been left stranded in the country by the coronavirus pandemic and closure of international borders," says this article from the Guardian.
This article compares how the global policy of deinstitutionalisation (DI) of child welfare travelled, was translated and institutionalised in two post-Soviet countries – Russia and Kazakhstan.
This research was aimed at the features of children and characteristics of foster families who refuse to continue parenting foster children.
To investigate the early language development of children raised in institutional settings in the Russian Federation, the authors of this study compared a group of children in institutional care to their age‐matched peers raised in biological families, who have never been institutionalized using the Russian version of the CDI.
In this study, executive functions were examined in post-institutionalized children adopted into Spanish families from Russian institutions.
This is a study on perceptions of child abuse and interventions in cases of abuse in the Family and Childhood Support Centres in Saint Petersburg, Russia.
Join this webinar to walk through the PROMISE Child Participation Tool and to discuss approaches and considerations for soliciting children’s views on their Barnahus experience.
In this article, institutions in Russia, China, Ghana, and Chile are described with reference to the circumstances that lead to children’s institutionalization, resident children’s social-emotional relationships, and unique characteristics of each country’s institutional care (e.g., volunteer tourism in Ghana, and shifting demographics of institutionalized children in China).