This study investigated the experiences of the cohort of young people from Wales receiving secure orders between 1 April 2016 and 31 March 2018.
This study tested the hypothesis that group home size moderates peer influence-conduct problem relationships such that large homes with many residents are relatively risky places, while smaller homes with fewer residents are relatively protected places.
The purpose of this qualitative study was to understand the extent to which the core tenets of attachment, identity, self-efficacy, and critical race theories collectively explain or validate experiences of school engagement and academic outcomes among pregnant and parenting teens in the child welfare system.
The purpose of this systematic review was to examine the type, format and content/competencies of published foster parent preservice training, study characteristics of published preservice training research, and the methodological characteristics and primary findings of published foster parent preservice training research.
The purpose of this paper is to ascertain care available to the rural elderly persons and their role as carers for their grandchildren and implications on their wellbeing.
The objective of this study was to examine associations between being the subject of child protection reports in early childhood and diagnoses of mental disorders during middle childhood, by level of service response.
This chapter’s aim is to report the experience of using Ecological Engagement in a research of interdisciplinary character developed with teenage girls, aged 10–14, inserted in two care institutions for protection measures in Pernambuco state, Brazil.
The objective of the work described in this chapter was to know the daily routine of a shelter for children aged 0 to 6 located in Espírito Santo and understand the factors involved in the psychosocial development of children in foster care.
The purpose of this study is to confirm whether the effectiveness of the program is sustainable 9 months after project completion for the children and adolescents participating in a childcare and rehabilitation support project.
This paper assesses experiences and challenges faced by the left-behind children (LBC) in Zimbabwe and explores these children’s perceptions of their interactions with teachers through inclusive education practices.
