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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.
The purpose of this webinar is to shed light on the specific experiences and issues of unaccompanied and separate girls in the European Response.
The aim of this article is to analyse the evaluations made by the main stakeholders involved in the school situation of young people in residential care and propose an explanatory model of their level of school satisfaction (SS) based on variables related to the youngsters' subjective well-being.
In this paper, the authors present the results of the Studiare Migrando project (www.studiaremigrando.it), in which an online learning platform to improve the language skills of young migrants and accessible via mobile devices has been implemented.
The content of this Call to Action comes from what was heard from young people with care experience as well as from the professionals working with them. It outlines three primary actions to realize careleavers' rights in the law and in practice and to allocate adequate funds for realizing these rights.
A study carried out in Italy based on a sample group of young immigrants (N = 168) and intercountry adoptees (N = 160) tests a model in which social (perceived discrimination) and family factors (parental autonomy support) predict psychological well-being.
This book largely focuses on unaccompanied minors who arrived in a European country in 2015, with special attention paid to the top-three nationalities of unaccompanied minors, namely Syrian, Afghan and Eritrean minors.
The present study addressed institutionalised children and staff members' perspectives about bullying in Residential Care settings (RCs) in five European countries (Bulgaria, France, Greece, Italy and Romania.).
This country care review includes the care-related Concluding Observations adopted by the Committee on the Rights of Persons with Disabilities and the Committee on the Rights of the Child.
This article is written as part of the FORUM project (FOR Unaccompanied Minors: transfer of knowledge for professionals to increase foster care), an EU funded project which sought to enhance the capacity of professionals to provide quality foster care for unaccompanied migrant children, primarily through the transfer of knowledge. The article aims to contribute to this transfer of knowledge by bringing together literature which is of relevance to professionals developing or enhancing foster care services for unaccompanied migrant children.