Through the lens of institutional ethnography, this paper explores how experiences of education inside one Secure Children’s Home in England are shaped by the institution.
The purpose of this study was to examine the mental health status and substance use behaviors of urban left-behind children and urban children still living with their parents in comparison to rural left-behind children.
This study explores a particularly wide discretionary space set for decision-making within the Norwegian welfare bureaucracy; care order decisions concerning newborns directly removed from the hospital by the child protection system.
This article describes the first United States-based national study to compare the rates of substantiation of maltreatment among cases reported to child protective services involving caregivers with and without disabilities.
This paper provides a structured overview of the existing parenting literature with the aim of developing an evidence-based and culture-sensitive framework of parenting and its influence on child development.
Drawing on the narratives offered by child and family social workers, this paper considers a series of possible explanations for Northern Ireland (NI)'s significantly lower out of home care rates.
This article is a qualitative phenomenological study seeking to examine the perceptions, views and feelings of the orphans and vulnerable children (OVC), care-givers and community leaders on their experiences with Basic Education Assistance Module (BEAM) as a material and psychosocial support intervention in Zimbabwe.
This paper chronicles the goals of the partnership and the planning and implementation of the Child Protection Training Academy, developed by the Illinois Department of Children and Family Services and the University of Illinois Springfield in the U.S.
This research project aimed to study and inform the effective use of Pupil Premium Plus (PP+)-funded interventions to support educational outcomes for looked after children in the UK.
The aim of the present study was to provide understanding into the past and present experiences of individuals who had resided in a child-care institution during their childhood and/or adolescence and to contribute to the study of the long-term impact of institutional care on adult life.
