This article examines how unaccompanied young refugees in Sweden relate to and talk about their everyday lives and life plans during a time of transition from childhood to adulthood.
The authors of this paper developed and validated a questionnaire to thoroughly assess unAccompaniEd miGrant mInorS’ physical, psychological, legal, spiritual, social and educational needs (AEGIS-Q).
This article explores children’s views and experiences of participation within the context of child protection assessment practice.
This study sought to determine whether home environments with higher levels of emotional support and cognitive stimulation predict later academic achievement and whether this relationship is moderated by placement type (i.e. biological/adoptive parent care, kinship care, or non-kinship foster care). This study included 1,206 children from the second U.S. National Survey of Child and Adolescent Well-Being (NSCAW-II) who were involved with Child Protective Services (CPS) between 2–7 years of age.
The UNICEF Office of Research – Innocenti has produced the Children and COVID-19 Research Library to highlight the available global scientific research and evidence on children and the coronavirus pandemic.
This Child Protection learning brief, the second in a series, has been prepared for UNICEF country offices and practitioners as they respond to mental health and psychosocial impact during the pandemic.
The Child Protection Learning Brief Series aims to extract, synthesise and analyse learning on child protection risks and programme adaptation in the COVID-19 pandemic, contributing to improving policy, advocacy and programme results during infectious disease outbreaks.
This learning brief, the first in a series, has been prepared for UNICEF country offices and practitioners as they respond to gender-based violence during the pandemic.
The objective of this guidance is to lay out key arguments for close collaboration across Social Protection and Child Protection to address the socio-economic impact of COVID-19 on children and families towards reduction of adverse Child Protection outcomes.
The aim of this article is to reflect on the consequences of the global pandemic on the child welfare system, analysing the main consequences on children, adolescents and educational teams. The context of analysis focuses on the author's experiences in the child welfare system in Catalonia (Spain) during the pandemic, through his work as a social educator and researcher.
