In this chapter of the Handbook of Emotional Development, the authors discuss animal models that support developmental theories underscoring the importance of the caregiver–infant relationship for emotional development, explore how varying degrees of neglect may be differentially associated with subsequent emotional outcome, and review empirical work in this area from a developmental perspective by addressing how early neglect may impact the development of biological and behavioral mechanisms that underlie emotional functioning across multiple developmental periods.

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. The sample was composed of 219 subjects from five European countries (Germany, Austria, Croatia, Spain and France), including 75 young people, 75 caregivers, and 69 teachers.

This review examines the legislative history leading up to extended care, the research on youth leaving foster care, youth preferences for extended care, the competition of extended care with permanency options, and the effects of extended foster care on transition-age youth.

The Decision making for children report is one strand of the Permanently Progressing? study. In this strand, during 2015-17, 160 decision makers were interviewed across Scotland mainly in groups, but some individually.

The aim of this particular strand of the Permanently Progressing? study was to investigate the experiences, pathways, and outcomes of children who became looked after away from home, together with the factors associated with achieving permanence.

This report on the linkage of Children Looked After Statistics (CLAS) with data from Scottish Children’s Reporter Administration (SCRA) is one strand of the Permanently Progressing? study. The study is the first in Scotland to investigate decision making, permanence, progress, outcomes and belonging for children who became ‘looked after’ at home, or away from home (with kinship carers, foster carers or prospective adopters) when they were aged five and under.

This report presents the findings from strand one of the Permanently Progressing? study, Pathways to Permanence for children who become looked after in Scotland. This strand analysed data from the Children Looked After Statistics (CLAS) provided to the Scottish Government by all 32 local authorities on the total cohort of children who became looked after during the year 1 August 2012 - 31 July 2013 when they were aged five and under

This report has been completed as one part of the study Permanently Progressing? Building secure futures for children in Scotland which heard directly from children about their experiences.

After almost five years of detailed research and analysis, the reports of the Permanently Progressing study (phase one) were published on 20 June 2019. The study investigated decision making, permanence, progress, outcomes and belonging for a large cohort (1,836 children) of all children in Scotland who became looked after in 2012-13, when they were aged five or under.

This open access systematic review aimed to appraise the extant research evidence from longitudinal studies and answer the question: how do educational outcomes differ between children in contact with Children’s Social Care (CSC) and the general population in the UK?