This analysis assessed the current state of child neglect through much of the world, including its prevalence and efforts to address it.

This article investigates the efficacy of the Families First Home Visiting (FFHV) program, which aims to enhance parenting skills and strengthen relationships between parents and their children.

Using Swedish longitudinal register data on 2.167 children with experience of long-term foster care, this study explores the hypothesized mediating role of foster parents’ educational attainment on foster children’s educational outcomes, here conceptualized as having poor school performance at age 15 and only primary education at age 26.

The aim of this article is to discuss the social justice implications for educational psychologists working with orphans and vulnerable children (OVC) who comprise 3.7 million of the population in South Africa.

The purpose of this study was to examine the occurrence of adverse childhood experiences (ACEs) among a convenience sample of foster parents and explore multiple relationships between foster parent-reported ACEs, resilience, and other indicators of foster parent function and well-being (parental stress, satisfaction as a foster parent, perceived challenges with fostering, intent to continue fostering).

This study incorporated a network approach to understanding how youth discussed strong ties and defined closeness in relationships.

The aim of the present study was to provide an exploratory account of foster carers’ lived experience of ending adolescent foster placements.

This article describes the development of two parenting groups – Nurturing Attachments and Foundations for Attachment, devised to provide much needed support for foster, residential and kinship carers and adopters parenting children and young people of all ages. Both programmes are informed by the Dyadic Developmental Psychotherapy (DDP) model.

This is a qualitative study aimed to explore the need for preparing children ageing out of foster care for independent living in South Africa.

This article presents a critical review of research into post-adoption support in educational settings using a rigorous systematic methodology.