The authors of this study used data from a longitudinal randomized controlled trial of foster care for institutionally reared children to examine whether caregiving quality and stressful life events (SLEs) in early adolescence (age 12) influence patterns of hypothalamic–pituitary–adrenal (HPA) axis and sympathetic nervous system (SNS) reactivity.

The purpose of the study is to analyze and define the content, specifics, and procedures of social and psychological work with citizens who have expressed a desire to become mentors for orphans.

This paper draws on a qualitative methodology that utilized theories of resilience, to glean a range of perspectives from both care leavers and their employers.

This paper examines the role of interprofessional collaboration in the identification and reporting of a child in need.

This briefing is the fifth in a series of evidence summaries on the impact of COVID-19 on the wellbeing of children and families in Scotland, drawing on wider UK and international research where appropriate.

This study aims to examine the consequences of the last great recession on the child protection system (CPS) in Spain, to estimate whether there is any kind of relationship between the conditions of socio-economic crisis and its protective activity.

This study examines service users' and practitioners' assessment of the feasibility of systematically evaluated interventions in the everyday life of foster care families.

This paper explores how young people who have been in out‐of‐home care develop a positive agentic capacity.

The authors of this study examined caregivers’ mind-mindedness (their ability to adequately interpret their foster child’s internal mental states and behavior) in out-of-home care in the Netherlands, and the association among caregivers’ mind-mindedness (and its positive, neutral, and negative valence), recognition of the child’s trauma symptoms, and behavior problems.

Through the lens of primary (ability‐driven explanations) and secondary (choice‐based explanations, conditional on educational performance) effects on social background differentials in educational attainment, longitudinal data from more than 14 000 Swedes (of which around 9% have been placed in out‐of‐home care (OHC)) were used to estimate the relative importance of these two basic explanatory processes.