Le Comité des droits de l’enfant des Nations Unies (le Comité) a décidé qu’en 2020, sa Journée de débat général (JDG) porterait sur les « Droits de l’enfant et la protection de remplacement ».
This concept note outlines the context, background, relevance, purpose, scope, and objectives of the 2021 Day of General Discussion on the theme of “Children’s Rights and Alternative care”.
This article from BMJ describes cross-sectoral collaborative efforts in Germany to enhance the skills of parents to care for young children.
This article describes how intersectoral collaboration between health, social protection, and education sectors enabled Chile Grows with You (Chile Crece Contigo) to help all children reach their full developmental potential.
This study uses a constructivist approach to analyse narrative interviews with a sample of Taiwanese intercountry adoptees in Australia ranging in age from early to middle adulthood.
This study uses a retrospective pre/post design to measure the impact of the pandemic on foster carers’ self-care.
This research focuses on Somalis living in a large English city where there is a significant shortage of Somali foster carers and adopters despite people of Somali heritage comprising a sizeable proportion of the care and city population.
This article seeks to echo the voices of 36 children aged 10 to 12 who participated in a therapeutic primary to secondary transition initiative for looked after children. Informed by a participatory action research approach, its focus was to facilitate the child’s voice.
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.
The present study seeks to examine the goals that carers who are looking after children with emotional and/or behavioural difficulties set at the start of an intervention, the Reflective Fostering Programme, designed to support them.
